Work

Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning

Year: 2003

Type: article

Study design: Observational Study

Source: The Elementary School Journal

DOI: 10.1086/499740

Authors: Barbara M. Taylor, P. David Pearson, Debra S. Peterson, Michael C. Rodriguez

Institutions: University of Minnesota, University of California, Berkeley

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

OpenAlex ID: W2028098350

FWCI: 9.168

Cites: 12

Cited by: 365

Related to: 10