Research on learning to read-at school, at home, and in the community

Elementary School Journal

Volumn 105, Issue 2, 2004, Pages 167-181

  Taylor, Barbara M ^a   Pearson, P David ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 9744235806     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/428863     Document Type: Review

References (44)

1. Adler, M. A., & Fisher, C. W. (2000, April). An initial cross-case analysis of early reading programs in high-performing, high-poverty schools: How schoolwide structures make a difference. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
2. Anderson, J., Anderson, A., Lynch, J., & Shapiro, J. (2003). Storybook reading in a multicultural society: Critical perspectives. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading storybooks to children: Parents and teachers (pp. 203-230). Mahwah, NJ: Erlbaum.
3. Brassell, D. (2001). The relationship between Latino preschoolers' access to books and their conceptualizations of reading. Unpublished doctoral dissertation, University of Southern California, Los Angeles.
4. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
5. Bus, A. G. (2003). Social-emotional requisites for learning to read. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading storybooks to children: Parents and teachers (pp. 3-15). Mahwah, NJ: Erlbaum.
6. Carpenter, R. D., Paris, A. H., & Paris, S. G. (1999, April). Exploring reading practices in K-3 classrooms that link schools, families, and communities. Poster session presented at the annual meeting of the American Educational Research Association, Montreal.
7. Charles A. Dana Center, University of Texas at Austin. (1999). Hope for urban education: A study of nine high-performing, high-poverty urban elementary schools. Washington, DC: U.S. Department of Education, Planning and Evaluation Service.
8. DeTemple, J., & Snow, C. (2003). Learning words from books. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading storybooks to children: Parents and teachers (pp. 16-36). Mahwah, NJ: Erlbaum.
9. Dickinson, D. K., McCabe, A., & Anastasopoulos, L. (2003). A framework for examining book reading in early childhood classrooms. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 95-113). Mahwah, NJ: Erlbaum.
10. Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language. Baltimore: Paul Brookes.
11. Duffy, G. G., Roehler, L. R., Sivan, E., Rackliffe, G., Book, C., Meloth, M. S., Vavrus, L. G., Wesselman, R., Putnam, J., & Bassiri, D. (1987). Effects of explaining the reasoning associated with using reading strategies. Reading Research Quarterly, 20, 347-368.
12. Edwards, P. A., Danridge, J. C., & Pleasants, H. M. (2000). Exploring urban teachers' and administrators' conceptions of at-riskness (CIERA Rep. No. 2-010). Ann Arbor: University of Michigan, Center for the Improvement of Early Reading Achievement.
13. Epstein, J. L., Coates, L., Salinas, K., Sanders, M., & Simon, B. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Sage.
14. Fullan, M. (1999). Change forces: The sequel. London: Palmer.
15. Goldenberg, C. N., Reese, L., & Gallimore, R. (1992). Effects of literacy materials from school on Latino children's home experiences and early reading achievement. Journal of Education, 100, 497-536.
16. Guthrie, J. T., Cox, K. E., Knowles, K. T., Buehl, M., Mazzoni, S. A., & Fasulo, L. (2000). Building toward coherent instruction. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 1-16). New York: Guilford.
17. Hawley, W. (2002). The keys to effective schools. Thousand Oaks, CA: Corwin.
18. Hiebert, E. H., & Taylor, B. M. (2000). Beginning reading instruction: Research on early interventions. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 455-482). Mahwah, NJ: Erlbaum.
19. Hoffman, J. V. (1991). Teacher and school effects in learning to read. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 911-950). New York: Longman.
20. Hondagneu-Sotelo, P. (1994). Gendered transitions: Mexican experiences of immigration. Berkeley: University of California, Berkeley Press.
21. Knapp, M. S. (Ed.). (1995). Teaching for meaning in high-poverty classrooms. New York: Teachers College Press.
22. Learning First Alliance. (1998). Every child reading: An action plan of the Learning First Alliance. American Educator, 22, 52-63.
23. Little, J. (2002). Professional communication and collaboration. In W. Hawley (Ed.), The keys to effective schools (pp. 43-55). Thousand Oaks, CA: Corwin.
24. Morrow, L., Tracey, D., Woo, D., & Pressley, M. (1999). Characteristics of exemplary first-grade literacy instruction. Reading Teacher, 52, 462-479.
25. National Institute for Literacy. (2001). Put reading first. Jessup, MD: NIFL.
26. 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. Washington, DC: National Institute of Child Health and Human Development.
27. Neuman, S. B., Celano, D. C., Greco, A. N., & Shue, P. (2001). Access for all: Closing the book gap for children in early education. Newark, DE: International Reading Association.
28. Newmann, F. (2002). Achieving high-level outcomes for all students: The meaning of staff-shared understanding and commitment. In W. Hawley (Ed.), The keys to effective schools (pp. 28-42). Thousand Oaks, CA: Corwin.
29. Orellana, M. F., Monkman, K., & MacGillivray, L. (2003). Parents and teachers talk about literacy and success. Available: http://www.ciera.org/ library/reports/inquiry-3/3-020h.html
30. 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 first-grade literacy instruction. Scientific Studies of Reading, 5, 35-58.
31. Puma, M. J., Karweit, N., Price, C., Ricciuiti, A., Thompson, W., & Vaden-Kiernan, M. (1997). Prospects: Final report on student outcomes. Washington, DC: U.S. Department of Education, Planning and Evaluation Service.
32. Snow, C. E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children: Report of the Committee on the Prevention of Reading Difficulties in Young Children. Washington, DC: National Academy Press.
33. Stahl, S. A. (2003). What do we expect storybook reading to do? How storybook reading affects word recognition. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading storybooks to children: Parents and teachers (pp. 363-383). Mahwah, NJ: Erlbaum.
34. Stringfield, S., Millsap, M. A., & Herman, R. (1997). Urban and suburban/rural special strategies for educating disadvantaged children: Findings and policy implications of a longitudinal study. Washington, DC: U.S. Department of Education.
35. Taylor, B. M., Pearson, P. D., Clark, K., & Wal-pole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101, 121-166.
36. Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. (in press). The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly.
37. Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. (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.
38. Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. (2002). Looking inside classrooms: Reflecting on the "how" as well as the "what" in effective reading instruction. Reading Teacher, 56, 70-79.
39. Taylor, B. M., Pressley, M., & Pearson, P. D. (2000). Research-supported characteristics of teachers and schools that promote reading achievement. Washington, DC: National Education Association.
40. van Kleeck, A., Stahl, S. A., & Bauer, E. B. (Eds.). (2003). On reading books to children: Parents and teachers. Mahwah, NJ: Erlbaum.
41. Wharton-MacDonald, R., Pressley, M., & Hampston, J. M. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. Elementary School Journal, 99, 101-128.
42. Yaden, D. B., & Brassell, D. (2002). Enhancing early literacy with Spanish-speaking preschoolers in the inner city: Overcoming the odds. In C. Roller (Ed.), Comprehensive reading instruction across the grade levels (pp. 20-39). Newark, DE: International Reading Association.
43. Yaden, D., Madrigal, P., & Tam, A. (2003). Access to books and beyond: Creating and learning from a book lending program for Latino families in the inner city. In G. G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 357-386). Newark, DE: International Reading Association
44. Yaden, D. B., Tam, A., Madrigal, P., Brassell, D., Massa, J., Altamirano, L. S., & Armendariz, J. (2000). Early literacy for inner-city children: The effects of reading and writing interventions in English and Spanish during the preschool years. Reading Teacher, 54, 186-189.