Effective Beginning Reading Instruction

Journal of Literacy Research

Volumn 34, Issue 2, 2002, Pages 165-188

  Pressley, Michael ^a  

^a UNIVERSITY OF NOTRE DAME   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84990365419     PISSN: 1086296X     EISSN: 15548430     Source Type: Journal    
DOI: 10.1207/s15548430jlr3402_3     Document Type: Article

References (89)

1. Anderson D. R. Collins P. A. (1988). The impact on children's education: Television's influence on cognitive development. (Office of Research Working Paper No. 2). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
2. Arnold D. H. Lonigan C. J. Whitehurst G. J. Epstein J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235–243.
3. Baker S. Gersten R. Keating T. (2000). When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, 35, 494–519.
4. Ball S. Bogatz G. A. (1970). The first year of “Sesame Street”: An evaluation. Princeton, NJ: Educational Testing Service.
5. Barr R. Kamil M. L. Mosenthal P. Pearson P.D. (1991). Handbook of reading research, Vol. II. New York: Longman.
6. Bogatz G. A. Ball S. (1971). The second year of “Sesame Street”: A continuing evaluation. Princeton, NJ: Educational Testing Service.
7. Brooks-Gunn J. McCarton C. M. Casey P. H. McCormick M. C. Bauer C. R. Bernbaum J. C. Tyson J. Swanson M. Bennett F. C. Scott D. T. Tanascia J. Meinert C. L. (1995). Early intervention in low-birth-weight premature infants: Results through age 5 years from the Infant Health and Development Program. Journal of the American Medical Association, 272, 1257–1262.
8. Brown R. Pressley M. Van Meter P. Schuder T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second grade readers. Journal of Educational Psychology, 88, 18–37.
9. Campbell F. A. Ramey C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low income families. Child Development, 65, 684–698.
10. Carlisle J. F. Beeman M. M. (2000). The effects of language of instruction on the reading and writing achievement of first-grade Hispanic children. Scientific Studies of Reading, 4, 331–353.
11. Chall J. S. (1967). Learning to read: The great debate. New York: McGraw-Hill.
12. Chi M. T. H. Glaser R. Farr M. J. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.
13. Cicarelli V. G. Evans I. W. Schiller T. S. (1969). The impact of Head Start: An evaluation of the effects of Head Start on children's cognitive and affective development. Athens, OH: Westinghouse Learning Corporation, Ohio University.
14. Cook T. D. Habib F-N. Phillips M. Settersten R. A. Shagle S. C. Degirmencioglu S. M. (1999). Comer's school development program in Prince George's County, Maryland: A theory-based evaluation. American Educational Research Journal, 36, 543–597.
15. Cook T. D. Murphy R. F. Hunt H.D. (2000). Comer's school development program in Chicago: A theory-based evaluation. American Educational Research Journal, 37, 509–534.
16. Crone D. A. Whitehurst G. J. (1999). Age and schooling effects on emergent literacy and early reading skills. Journal of Educational Psychology, 91, 604–614.
17. Cunningham T. H. Graham C. R. (2000). Increasing native English vocabulary recognition through Spanish immersion: Transfer from foreign to first language. Journal of Educational Psychology, 92, 37–49.
18. Dahl K. L. Freppon P. A. (1995). A comparison of inner city children's interpretations of reading and writing instruction in the early grades in skills-based and whole language classrooms. Reading Research Quarterly, 30, 50–74.
19. Datnow A. Borman G. Stringfield S. (2000). School reform through a highly specified curriculum: Implementation and effects of the core knowledge sequence. Elementary School Journal, 101, 167–191.
20. Dickinson D. K. Smith M.W. (1994). Long-term effects of preschool teachers’ book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 104–122.
21. Duffy G. G. Roehler L. R. Sivan E. Rackliff G. Book C. Meloth M. Vavrus L. Wesselman R. Putnam J. Bassiri D. (1987). Effects of explaining the reasoning associated with reading strategies. Reading Research Quarterly, 22, 347–368.
22. Edmonds R. R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15–24.
23. Elbaum B. Vaughn S. Hughes M. T. Moody S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92, 605–619.
24. Elley W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174–187.
25. Feitelson D. Kita B. Goldstein Z. (1986). Effects of listening to series stories on first graders’ comprehension and use of language. Research in the Teaching of English, 20, 339–356.
26. Finn J. D. Achilles C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21, 97–109.
27. Firestone W. A. (1991). Educators, researchers, and the effective schools movement. In Bliss J. R. Firestone W. A. Richards C. E. (Eds.), Rethinking effective schools research and practice (pp. 12–27). Englewood Cliffs, NJ: Prentice-Hall.
28. Fitzgerald J. (2001). Can minimally trained college student volunteers help young at-risk children to read better?. Reading Research Quarterly, 36, 28–47.
29. Gersten R. Baker S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. Elementary School Journal, 101, 251–272.
30. Graham S. (2000). Should the natural learning approach replace spelling instruction?. Journal of Educational Psychology, 92, 235–247.
31. Graham S. Harris K. R. (1994). The effects of whole language on children's writing: A review of literature. Educational Psychologist, 29, 187–192.
32. Greene J. P. (1997). A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal, 21, 1–21.
33. Guthrie J. T. Anderson E. Alao S. Rinehart J. (1999). Influences of concept-oriented reading instruction on strategy use and conceptual learning from text. Elementary School Journal, 99, 343–366.
34. Guthrie J. T. Wigfield A. VonSecker C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331–341.
35. Hiebert E. H. (1994). Reading Recovery in the United States: What difference does it make to an age cohort?. Educational Researcher, 23, 15–25.
36. Hiebert E. H. Taylor B. M. (2000). Beginning reading instruction: Research on early interventions. In Kamil M. L. Mosenthal P. B. Pearson P. David Barr R. (Eds.), Handbook of reading research, Vol. III (pp. 455–482). Mahwah, NJ: Erlbaum.
37. Hiebert E. H. Colt J. Catto S. Gury E. (1992). Reading and writing of first-grade students in a restructured Chapter 1 program. American Educational Research Journal, 29, 545–572.
38. Invernizzi M. Juel C. Rosemary C.A. (1997). A community tutorial that works. The Reading Teacher, 50, 304–311.
39. Jeynes W. H. Littell S. W. (2000). A meta-analysis of studies examining the effect of whole language instruction on the literacy of low-SES students. Elementary School Journal, 101, 21–33.
40. Johnston F. R. (2000). Word learning in predictable texts. Journal of Educational Psychology, 92, 248–255.
41. Jordan G. E. Snow C. E. Porche M.V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35, 524–546.
42. Kamil M. L. Mosenthal P. B. Pearson P.D. Barr R. (2000). Handbook of reading research, Vol. III. Mahwah, NJ: Erlbaum.
43. Knapp, M.S., & Associates (1995). Teaching for meaning in high-poverty classrooms. New York: Teachers College Press.
44. Koolstra C. M. van der Voort T. H. A. van der Kamp L. J. Th. (1997). Television's impact on children's reading comprehension and decoding skills: A 3-year panel study. Reading Research Quarterly, 32, 128–152.
45. Koskinen P.S. Blum I. H. Bisson S. A. Phillips S. M. Creamer T. S. Baker T. K. (2000). Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home. Journal of Educational Psychology, 92, 23–36.
46. Koskinen P. S. Wilson R. M. Gambrell L. B. Neuman S. B. (1993). Captioned video and vocabulary learning: An innovative practice in literacy instruction. Instructional Resource No. 3. Athens, GA & College Park, MD: National Reading Research Center.
47. Lawrence-Lightfoot S. Davis J. H. (1997). The art and science of portraiture. San Francisco: Jossey-Bass.
48. Lovett M.W. Lacerenza L. Borden S. L. Frijters J.C. Steinbach K.A. De Palma M. (2000). Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263–283.
49. Molnar A. Smith P. Zahorik J. Palmer A. Halbach A. Ehrle K. (1999). Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21, 165–177.
50. Morrow L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537–554.
51. Morrow L. M. (1991). Relationships among physical designs of play centers, teachers’ emphasis on literacy in play, and children's literacy behaviors during play. In Zutell J. McCormick S. (Eds.), Learner factors/ teacher factors: Issues in literacy research and instruction (pp. 127–140). Chicago: National Reading Conference.
52. Morrow L. M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitudes of children from minority backgrounds. Reading Research Quarterly, 27, 251–275.
53. Morrow L. M. O’Connor E. M. Smith J. K. (1990). Effects of a story reading program on the literacy development of at-risk kindergarten children. Journal of Reading Behavior, 22, 255–275.
54. Morrow L. M. Pressley M. Smith J. K. Smith M. (1997). The effect of a literature-based program integrated into literacy and science instruction. Reading Research Quarterly, 31, 54–76.
55. Morrow L. M. Young J. (1997). Parent, teacher, and child participation in a collaborative family literacy program: The effects of attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89, 736–742.
56. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Development.
57. Neuman S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286–311.
58. Neuman S. B. Roskos K. (1990). The influence of literacy-enriched play settings on preschoolers’ engagement with written language. In Zutell J. McCormick S. (Eds.), Literacy theory and research: Analyses from multiple paradigms (pp. 179–188). Chicago: National Reading Conference.
59. Nye B. Hedges L. V. Konstantopoulos S. (1999). The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 21, 127–142.
60. Nye B. Hedges L. V. Konstantopoulos S. (2000). The effects of small classes on academic achievement: The results of the Tennessee class size experiments. American Educational Research Journal, 37, 123–151.
61. Pearson P.D. Barr R. Kamil M. L. Mosenthal P. (1984). Handbook of reading research. New York: Longman.
62. Pressley M. (2002) Reading instruction that works: The case for balanced reading (2nd ed.). New York: Guilford.
63. Pressley M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford.
64. Pressley M. Afflerbach P. (1995). Verbal protocols of reading. Mahwah, NJ: Erlbaum.
65. Pressley M. Allington R. Wharton-McDonald R. Block C. C. Morrow L. M. (2001). Learning to read: Lessons from exemplary first grades. New York: Guilford.
66. Pressley M. El-Dinary P. B. Gaskins I. Schuder T. Bergman J. L. Almasi J. Brown R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92, 511–554.
67. Pressley M. Wharton-McDonald R. Allington R. Block C. C. Morrow L. Tracey D. Baker K. Brooks G. Cronin J. Nelson E. Woo D. (2001). A study of effective grade-1 literacy instruction. Scientific Studies of Reading, 5, 35–58.
68. Robbins C. Ehri L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54–64.
69. Rosenhouse J. Feitelson D. Kita B. Goldstein Z. (1997). Interactive reading aloud to Israeli first graders: Its contribution to literacy development. Reading Research Quarterly, 32, 168–183.
70. Rossell C. Baker K. (1996). The educational effectiveness of bilingual education. Research in the Teaching of English, 30, 7–74.
71. Ruddell R. Ruddell M. Singer H. C. (1994). Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association.
72. Schneider W. Roth E. Ennemoser M. (2000). Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92, 284–295.
73. Shanahan T. Barr R. (1995). Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, 958–996.
74. Slavin R. E. Madden N.A. Dolan L. J. Wasik B.A. (1996). Every child, every school, Success for All. Newbury Park, CA: Corwin.
75. Slavin R. E. Madden N.A. Dolan L. J. Wasik B.A. Ross S. Smith L. Dianda M. (1996). Success for All: A summary of research. Journal of Education for Students Placed At Risk, 1, 41–76.
76. Smith L. J. Ross S. M. Casey J. (1996). Multi-site comparison of the effects of Success for All on reading achievement. Journal of Literacy Research, 28, 329–353.
77. Snow C. E. Burns M. S. Griffin P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
78. Stahl S. A. McKenna M. C. Pagnucco J. R. (1994). The effects of whole language instruction: An update and reappraisal. Educational Psychologist, 29, 175–186.
79. Stahl S. A. Miller P. D. (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59, 87–116.
80. Stasz C. Stecher B. M. (2000). Teaching mathematics and language arts in reduced size and non-reduced size classrooms. Educational Evaluation and Policy Analysis, 22, 313–329.
81. Swanborn M.S.L. De Glopper K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69, 261–285.
82. Symons S. MacLatchy-Gaudet H. Stone T. D. Reynolds P. L. (2001). Strategy instruction for elementary students searching informational text. Scientific Studies of Reading, 5, 1–33.
83. 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.
84. Valdez-Menchaca M. C. Whitehurst G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28, 1106–1114.
85. Van den Branden K. (2000). Does negotiation of meaning promote reading comprehension? A study of multilingual primary school classes. Reading Research Quarterly, 35, 426–443.
86. Wasik B. A. (1998). Volunteer tutoring programs in reading: A review. Reading Research Quarterly, 33, 266–292.
87. Wasik B. A. Slavin R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 178–200.
88. Wharton-McDonald R. Pressley M. Hampston J. M. (1998). Outstanding literacy instruction in first grade: Teacher practices and student achievement. Elementary School Journal, 99, 101–128.
89. Whitehurst G. J. Epstein J. N. Angell A. L. Payne A. C. Crone D. A. Fischel J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542–555.