Exemplary first-grade teaching

Teaching Reading: Effective Schools, Accomplished Teachers

Volumn , Issue , 2005, Pages 73-88

  Pressley, Michael ^a   Wharton McDonald, Ruth ^b   Raphael, Lisa M ^a   Bogner, Kristen ^a   Roehrig, Alysia ^a  

^a UNIVERSITY OF NOTRE DAME   (United States)

^b UNIVERSITY OF NEW HAMPSHIRE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071575033     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410612489-8     Document Type: Chapter

References (18)

1. Bogner, K., Raphael, L.M., & Pressley, M. (in press). How grade-1 teachers motivate literate activity by their students. Scientific Studies of Reading, 5.
2. Borkowski, J.G., Carr, M., Rellinger, E.A., & Pressley, M. (1990). Self-regulated strategy use: Interdependence of metacognition, attributions, and self-esteem. In B.F.Jones (Ed.), Dimensions of thinking: Review of research (pp. 53-92). Hillsdale NJ: Lawrence Erlbaum Associates.
3. Chall, J.S. (1967). Learning to read: The great debate. New York: McGraw-Hill.
4. Chi, M.T.H., Glaser, R., & Farr, M.J. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates.
5. Ericsson, K.A., & Smith, J. (Eds.). (1991). Toward a general theory of expertise. Cambridge, UK: Cambridge University Press.
6. Flesch, R. (1955). Why Johnny can't read-And what you can do about it. New York: Harper & Row.
7. Goodman, K.S. (1986). What's whole in whole language? Richmond Hill, Ontario, Canada: Scholastic.
8. Guthrie, J.T., & Wigfield, A. (2000). In M.L.Kamil, P.B.Mosenthal, P.D.Pearson, & R.Barr (Eds.), Handbook of reading research (Vol. II, pp. 403-422). Mahwah NJ: Lawrence Erlbaum Associates.
9. Hoffmann, R.R. (1992). The psychology of expertise: Cognitive research and empirical AI. New York: Springer-Verlag.
10. Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford.
11. Pressley, M., Allington, R., Wharton-McDonald, R., Block, C.C., & Morrow, L.M. (2001). Learning to read: Lessons from exemplary first-grade classrooms. New York: Guilford.
12. Pressley, M. (with Christine B.McCormick). (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: HarperCollins.
13. Pressley, M., Rankin, J., & Yokoi, L. (1996). A survey of instructional practices of primary teachers nominated as effective in promoting literacy. Elementary School Journal, 96, 363-384.
14. 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, 38-58.
15. Rankin-Erickson, J.L., & Pressley, M. (2000). A survey of instructional practices of special education teachers nominated as effective teachers of literacy. Learning Disabilities Research and Practice, 15, 206-225.
16. Roehrig, A., Pressley, M., & Sloup, M. (2001). Reading strategy instruction in regular primary-level classrooms by teachers trained in Reading Recovery. Reading & Writing Quarterly, 17, 323-348.
17. Smith, C.B. (Moderator). (1994). Whole language: The debate. Bloomington, IN: EDINFO Press.
18. 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.