What I've learned about effective reading instruction: From a decade of studying exemplary elementary classroom teachers

Phi Delta Kappan

Volumn 83, Issue 10, 1999, Pages 740-747

  Allington, Richard L ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0011611285     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170208301007     Document Type: Article

References (36)

1. Richard L. Allington and Peter H. Johnston, "What Do We Know About Effective Fourth-Grade Teachers and Their Classrooms?," in Cathy Roller, ed., Learning to Teach Reading: Setting the Research Agenda (Newark, Del.: International Reading Association, 2001), pp. 150-65; Linda Darling-Hammond, Teacher Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for Teaching Policy, University of Washington, 1999); Gerald G. Duffy "Powerful Models or Powerful Teachers? An Argument for Teacher-as-Entrepreneur," in Steven Stahl and David Hayes, eds., Instructional Models in Reading (Mahwah, N.J.: Erlbaum, 1997), pp. 331-65; Michael Pressley et al., "A Study of Effective First-Grade Literacy Instruction," Scientific Studies in Reading, vol. 5, 2001, pp. 35-58; William L. Sanders, "Value-Added Assessment," School Administrator, vol. 55, 1998, pp. 101-13; and Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65.
2. Richard L. Allington and Peter H. Johnston, "What Do We Know About Effective Fourth-Grade Teachers and Their Classrooms?," in Cathy Roller, ed., Learning to Teach Reading: Setting the Research Agenda (Newark, Del.: International Reading Association, 2001), pp. 150-65; Linda Darling-Hammond, Teacher Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for Teaching Policy, University of Washington, 1999); Gerald G. Duffy "Powerful Models or Powerful Teachers? An Argument for Teacher-as-Entrepreneur," in Steven Stahl and David Hayes, eds., Instructional Models in Reading (Mahwah, N.J.: Erlbaum, 1997), pp. 331-65; Michael Pressley et al., "A Study of Effective First-Grade Literacy Instruction," Scientific Studies in Reading, vol. 5, 2001, pp. 35-58; William L. Sanders, "Value-Added Assessment," School Administrator, vol. 55, 1998, pp. 101-13; and Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65.
3. Richard L. Allington and Peter H. Johnston, "What Do We Know About Effective Fourth-Grade Teachers and Their Classrooms?," in Cathy Roller, ed., Learning to Teach Reading: Setting the Research Agenda (Newark, Del.: International Reading Association, 2001), pp. 150-65; Linda Darling-Hammond, Teacher Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for Teaching Policy, University of Washington, 1999); Gerald G. Duffy "Powerful Models or Powerful Teachers? An Argument for Teacher-as-Entrepreneur," in Steven Stahl and David Hayes, eds., Instructional Models in Reading (Mahwah, N.J.: Erlbaum, 1997), pp. 331-65; Michael Pressley et al., "A Study of Effective First-Grade Literacy Instruction," Scientific Studies in Reading, vol. 5, 2001, pp. 35-58; William L. Sanders, "Value-Added Assessment," School Administrator, vol. 55, 1998, pp. 101-13; and Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65.
4. Richard L. Allington and Peter H. Johnston, "What Do We Know About Effective Fourth-Grade Teachers and Their Classrooms?," in Cathy Roller, ed., Learning to Teach Reading: Setting the Research Agenda (Newark, Del.: International Reading Association, 2001), pp. 150-65; Linda Darling-Hammond, Teacher Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for Teaching Policy, University of Washington, 1999); Gerald G. Duffy "Powerful Models or Powerful Teachers? An Argument for Teacher-as-Entrepreneur," in Steven Stahl and David Hayes, eds., Instructional Models in Reading (Mahwah, N.J.: Erlbaum, 1997), pp. 331-65; Michael Pressley et al., "A Study of Effective First-Grade Literacy Instruction," Scientific Studies in Reading, vol. 5, 2001, pp. 35-58; William L. Sanders, "Value-Added Assessment," School Administrator, vol. 55, 1998, pp. 101-13; and Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65.
5. Richard L. Allington and Peter H. Johnston, "What Do We Know About Effective Fourth-Grade Teachers and Their Classrooms?," in Cathy Roller, ed., Learning to Teach Reading: Setting the Research Agenda (Newark, Del.: International Reading Association, 2001), pp. 150-65; Linda Darling-Hammond, Teacher Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for Teaching Policy, University of Washington, 1999); Gerald G. Duffy "Powerful Models or Powerful Teachers? An Argument for Teacher-as-Entrepreneur," in Steven Stahl and David Hayes, eds., Instructional Models in Reading (Mahwah, N.J.: Erlbaum, 1997), pp. 331-65; Michael Pressley et al., "A Study of Effective First-Grade Literacy Instruction," Scientific Studies in Reading, vol. 5, 2001, pp. 35-58; William L. Sanders, "Value-Added Assessment," School Administrator, vol. 55, 1998, pp. 101-13; and Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65.
6. Richard L. Allington and Peter H. Johnston, "What Do We Know About Effective Fourth-Grade Teachers and Their Classrooms?," in Cathy Roller, ed., Learning to Teach Reading: Setting the Research Agenda (Newark, Del.: International Reading Association, 2001), pp. 150-65; Linda Darling-Hammond, Teacher Quality and Student Achievement: A Review of State Policy Evidence (Seattle: Center for Teaching Policy, University of Washington, 1999); Gerald G. Duffy "Powerful Models or Powerful Teachers? An Argument for Teacher-as-Entrepreneur," in Steven Stahl and David Hayes, eds., Instructional Models in Reading (Mahwah, N.J.: Erlbaum, 1997), pp. 331-65; Michael Pressley et al., "A Study of Effective First-Grade Literacy Instruction," Scientific Studies in Reading, vol. 5, 2001, pp. 35-58; William L. Sanders, "Value-Added Assessment," School Administrator, vol. 55, 1998, pp. 101-13; and Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65.
7. Richard L. Allington and Peter H. Johnston, Reading to Learn: Lessons from Exemplary Fourth-Grade Classrooms (New York: Guilford, 2002); and Michael Pressley et al., Learning to Read: Lessons from Exemplary First-Grade Classrooms NewYork: Guilford, 2001).
8. Richard L. Allington and Peter H. Johnston, Reading to Learn: Lessons from Exemplary Fourth-Grade Classrooms (New York: Guilford, 2002); and Michael Pressley et al., Learning to Read: Lessons from Exemplary First-Grade Classrooms NewYork: Guilford, 2001).
9. Richard L. Allington, What Really Matters for Struggling Readers: Designing Research-Based Interventions (New York: Longman, 2001).
10. Michael S. Knapp, Teaching for Meaning in High-Poverty Classrooms (New York: Teachers College Press, 1995).
11. P. David Pearson and Linda Fielding, "Comprehension Instruction," in Rebecca Barr et al., eds., Handbook of Reading Research, Vol. II (New York: Longman, 1991), pp. 815-60.
12. Randy Fall, Noreen M. Webb, and Naomi Chudowsky, "Group Discussion and Large-Scale Language Arts Assessment: Effects on Students' Comprehension," American Educational Research Journal, vol. 37, 2000, pp. 911-41.
13. Stephen Krashen, "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency," Phi Delta Kappan, October 2001, pp. 119-23; and Keith E. Stanovich, Progress in Understanding Reading: Scientific Foundations and New Frontiers (New York: Guilford, 2000).
14. Stephen Krashen, "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency," Phi Delta Kappan, October 2001, pp. 119-23; and Keith E. Stanovich, Progress in Understanding Reading: Scientific Foundations and New Frontiers (New York: Guilford, 2000).
15. Allington, op. cit.
16. Allington and Johnston, Reading to Learn;
17. and Pressley et al., "A Study of Effective First-Grade Literacy Instruction."
18. Richard L. Allington, "The Reading Instruction Provided Readers of Differing Abilities," Elementary School Journal, vol. 83, 1983, pp. 548-59.
19. NICHD Early Childcare Research Network, "The Relation of First-Grade Classroom Environments to Structural Classroom Features, Teacher and Student Behaviors," Elementary School Journal, in press.
20. Marilyn Jager Adams, Beginning to Read: Thinking and Learning About Print (Cambridge, Mass.: MIT Press, 1990); and Dolores Durkin, "What Classroom Observations Reveal About Reading Comprehension Instruction," Reading Research Quarterly, vol. 14, 1978-79, pp. 481-533.
21. Marilyn Jager Adams, Beginning to Read: Thinking and Learning About Print (Cambridge, Mass.: MIT Press, 1990); and Dolores Durkin, "What Classroom Observations Reveal About Reading Comprehension Instruction," Reading Research Quarterly, vol. 14, 1978-79, pp. 481-533.
22. Adams, op. cit.
23. Durkin, op. cit.
24. Duffy, op. cit.
25. Taylor et al., op. cit.
26. Allington and Johnston, Reading to Learn; and Peter Johnston, Haley Woodside-Jiron, and Jeni Day, "Teaching and Learning Literate Epistemologies," Journal of Educational Psychology, vol. 93, 2001, pp. 223-33.
27. Allington and Johnston, Reading to Learn; and Peter Johnston, Haley Woodside-Jiron, and Jeni Day, "Teaching and Learning Literate Epistemologies," Journal of Educational Psychology, vol. 93, 2001, pp. 223-33.
28. Courtney B. Cazden, Classroom Discourse: The Language of Teaching and Learning (Portsmouth, N.H.: Heinemann, 1988); and Martin Nystrand, Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom (New York: Teachers College Press, 1997).
29. Courtney B. Cazden, Classroom Discourse: The Language of Teaching and Learning (Portsmouth, N.H.: Heinemann, 1988); and Martin Nystrand, Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom (New York: Teachers College Press, 1997).
30. Fall et al., op. cit.; Johnston, Woodside-Jiron, and Day, op. cit.; and Nystrand, op. cit.
31. Fall et al., op. cit.; Johnston, Woodside-Jiron, and Day, op. cit.; and Nystrand, op. cit.
32. Fall et al., op. cit.; Johnston, Woodside-Jiron, and Day, op. cit.; and Nystrand, op. cit.
33. Knapp, op. cit.
34. Julianne C. Turner, "The Influence of Classroom Contexts on Young Children's Motivation for Literacy," Reading Research Quarterly, vol. 30, 1995, pp. 410-41.
35. Jeni Pollack Day, "How I Became an Exemplary Teacher," in Pressley et al., Learning to Read, pp. 205-18.
36. Anne McGill-Franzen, "Policy and Instruction: What Is the Relationship?," in Michael Kamil et al., eds., Handbook of Reading Research, Vol. III (Mahwah, N.J.: Erlbaum, 2000), pp. 891-908.