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Volumn 42, Issue 1, 2010, Pages 49-70

Reading achievement in Reading First Schools in Michigan

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EID: 77951589064     PISSN: 1086296X     EISSN: None     Source Type: Journal    
DOI: 10.1080/10862960903583236     Document Type: Article
Times cited : (10)

References (18)
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    • Borman, G. D. (2005). National efforts to bring reform to scale in high-poverty schools: Outcomes and implications. Review of Research in Education, 29, 1-27.
    • (2005) Review of Research In Education , vol.29 , pp. 1-27
    • Borman, G.D.1
  • 3
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    • Title 1 and student achievement:A quantitative synthesis
    • In G. D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Borman, G. D., & D'Agostino, J. V. (2001). Title 1 and student achievement:A quantitative synthesis. In G. D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Title 1: Compensatory education at the crossroads (pp. 25-57). Mahwah, NJ: Lawrence Erlbaum.
    • (2001) Title 1: Compensatory Education At the Crossroads , pp. 25-57
    • Borman, G.D.1    D'Agostino, J.V.2
  • 4
    • 67650989965 scopus 로고    scopus 로고
    • Teacher attrition and retention: A meta-analysis and narrative review of the research
    • Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analysis and narrative review of the research. Review of Educational Research, 78, 367-409.
    • (2008) Review of Educational Research , vol.78 , pp. 367-409
    • Borman, G.D.1    Dowling, N.M.2
  • 7
    • 0036766961 scopus 로고    scopus 로고
    • How can comprehensive school reform models be implemented?
    • Desimone, L. (2002). How can comprehensive school reform models be implemented? Review of Educational Research, 72, 433-480.
    • (2002) Review of Educational Research , vol.72 , pp. 433-480
    • Desimone, L.1
  • 9
    • 34248340605 scopus 로고    scopus 로고
    • The ecology of early reading development for children in poverty
    • Kainz, K., & Vernon-Feagans, L. (2007). The ecology of early reading development for children in poverty. Elementary School Journal, 107, 407-427.
    • (2007) Elementary School Journal , vol.107 , pp. 407-427
    • Kainz, K.1    Vernon-Feagans, L.2
  • 10
    • 0001399734 scopus 로고
    • A classroom perspective on student mobility
    • Lash, A. A., & Kirkpatrick, S. L. (1990). A classroom perspective on student mobility. Elementary School Journal, 91, 177-191.
    • (1990) Elementary School Journal , vol.91 , pp. 177-191
    • Lash, A.A.1    Kirkpatrick, S.L.2
  • 12
    • 77951615983 scopus 로고    scopus 로고
    • How Title 1 can become the engine of reform in America's schools
    • In G. D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Slavin, R. E. (2001). How Title 1 can become the engine of reform in America's schools. In G. D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Title 1: Compensatory education at the crossroads (pp. 235-260). Mahwah, NJ: Lawrence Erlbaum.
    • (2001) Title 1: Compensatory Education At the Crossroads , pp. 235-260
    • Slavin, R.E.1
  • 13
    • 0000994294 scopus 로고    scopus 로고
    • Effective schools and accomplished teachers: Lessons about primary grade reading instruction in low-income schools
    • Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary grade reading instruction in low-income schools. Elementary School Journal, 101, 121-165.
    • (2000) Elementary School Journal , vol.101 , pp. 121-165
    • Taylor, B.M.1    Pearson, P.D.2    Clark, K.3    Walpole, S.4
  • 14
    • 0842338312 scopus 로고    scopus 로고
    • Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning
    • Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. Elementary School Journal, 104, 3-28.
    • (2003) Elementary School Journal , vol.104 , pp. 3-28
    • Taylor, B.M.1    Pearson, P.D.2    Peterson, D.S.3    Rodriguez, M.C.4
  • 16
    • 77951602126 scopus 로고    scopus 로고
    • U. S. Department of Education, April, Guidance for the Reading First program. Available from
    • U. S. Department of Education. (2002, April). Guidance for the Reading First program. Available from www.ed.gov
    • (2002)
  • 17
    • 0030373845 scopus 로고    scopus 로고
    • Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability
    • Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 601-638
    • Vellutino, F.R.1    Scanlon, D.M.2    Sipay, E.R.3    Pratt, A.4    Chen, R.5    Denckla, M.B.6
  • 18
    • 34249656529 scopus 로고    scopus 로고
    • Effective instructional practices for students placed at risk of academic failure
    • In G. D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Waxman, H. C., Padron, Y. N., & Arnold, K. M. (2001). Effective instructional practices for students placed at risk of academic failure. In G. D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Title 1: Compensatory education at the crossroads (pp. 137-170). Mahwah, NJ: Lawrence Erlbaum.
    • (2001) Title 1: Compensatory Education At the Crossroads , pp. 137-170
    • Waxman, H.C.1    Padron, Y.N.2    Arnold, K.M.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.