Reading Education Policy —
Abstract of

Looking Inside Classrooms: Reflecting on the “How” as Well as the “What” in Effective Reading Instruction

Barbara M. Taylor

Debra S. Peterson

P. David Pearson

Michael C. Rodriguez

Classroom practices were studied to identify those that were most useful for improving students' reading ability. The authors describe teacher practices they observed in classrooms, examine the relationships between teacher practice and student growth, and provide vignettes that show effective practice in action.

[Note: This article is reprinted from The Reading Teacher, 56(3), 270–279. http://dx.doi.org/10.1598/RT.56.3.5]

Taylor, B.M., Peterson, D.S., Pearson, P., & Rodriguez, M.C. (2005). Looking Inside Classrooms: Reflecting on the “How” as Well as the “What” in Effective Reading Instruction. In P. Shannon, & J. Edmondson (Eds.), Reading Education Policy (pp. 117-133). Newark, DE: International Reading Association.