Literaturnachweis - Detailanzeige
Autor/inn/en | Taylor, Barbara M.; Pearson, P. David; Peterson, Debra S.; Rodriguez, Michael C. |
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Titel | Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices that Encourage Cognitive Engagement in Literacy Learning. |
Quelle | In: Elementary School Journal, 104 (2003) 1, S.3-28Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0013-5984 |
Schlagwörter | Classroom Techniques; Elementary Education; Elementary School Students; Elementary School Teachers; Low Income Groups; Reading Achievement; Reading Comprehension; Reading Fluency; Reading Improvement; Reading Instruction; Teacher Effectiveness; Teacher Student Relationship; Writing Skills Klassenführung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Leseverstehen; Leseunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Writing skill; Schreibfertigkeit |
Abstract | Effects of reading instruction maximizing students' cognitive engagement on Grade 1 to 5 reading achievement were examined over a school year for students in 9 high-poverty schools. Hierarchical linear modeling showed that several teaching variables explained substantial variation in reading achievement growth. The most consistent finding was that teachers who emphasized higher-order thinking either through questions they asked or tasks they assigned promoted greater reading growth among target students. (Author/KB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |