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COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT
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COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT (2011)COACHING MIDDLE-LEVEL TEACHERS TO THINK A…What Research Has to Say About Reading Instruction (2011)What Research Has to Say Abou…Effective Practices for Developing Reading Comprehension (2009)Effective Practices for Devel…Handbook of early literacy research (2002)Handbook of early literacy re…Teacher Quality and Student Achievement: A Review of State Policy Evidence (2000)Teacher Quality and Student A…Teacher Quality and Student Achievement (2000)Teacher Quality and Student A…Evaluating professional development (1999)Evaluating professional devel…Educational Leadership (1999)Educational LeadershipTeacher Learning That Supports Student Learning. (1998)Teacher Learning That Support…Child Development and Emergent Literacy (1998)Child Development and Emergen…Verbal Protocols of Reading: The Nature of Constructively Responsive Reading (1997)Verbal Protocols of Reading: …Verbal Protocols of Reading: The Nature of Constructively Responsive Reading (1996)Verbal Protocols of Reading: …WAYS WITH WORDS (1995)WAYS WITH WORDSHandbook of reading research (1991)Handbook of reading researchStudent achievement through staff development (1988)Student achievement through s…A schema-theoretic view of basic processes in reading comprehension (1988)A schema-theoretic view of ba…What Classroom Observations Reveal About Reading Comprehension Instruction (1978)What Classroom Observations R…The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Educating the reflective practitioner (1987)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children (2006)Teacher Recruitment and Retention: A Review of the Recent Empirical Literature (2006)EQUALITY OF EDUCATIONAL OPPORTUNITY (1968)Teacher Characteristics and Student Achievement Gains: A Review (2003)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Actual Minds, Possible Worlds. (1986)The role of deliberate practice in the acquisition of expert performance. (1993)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study (2002)School readiness and later achievement. (2007)The methodology of evaluation (1966)Change in schools : facilitating the process (1987)Professional Development and Teacher Change (2002)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Conceptualizing Teacher Professional Learning (2011)Digest of Education Statistics (2014)Current Developments in Second Language Reading Research (1991)Assessing students' metacognitive awareness of reading strategies. (2002)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The simple view of reading (1990)Improving Students’ Learning With Effective Learning Techniques (2013)2. But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy (1995)Intelligence: Knowns and unknowns. (1996)Culturally Sustaining Pedagogy (2012)Linking Theory and Practice: Changing the Pedagogy of Teacher Education (1999)Professional learning in the learning profession: A status report on teacher development in the United States and abroad. (2009)The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018)What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. (2006)Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008)PISA 2018 Assessment and Analytical Framework (2019)
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References

  • 1991Handbook of reading research6,847 cited
  • 2000Teacher Quality and Student Achievement: A Review of State Policy Evidence2,798 cited
  • 1998Child Development and Emergent Literacy2,622 cited
  • 1999Evaluating professional development2,406 cited
  • 1999Educational Leadership2,360 cited
  • 2000Teacher Quality and Student Achievement2,271 cited
  • 1988Student achievement through staff development2,105 cited
  • 1995WAYS WITH WORDS1,292 cited
  • 1988A schema-theoretic view of basic processes in reading comprehension1,199 cited
  • 2002Handbook of early literacy research1,119 cited
  • 2011What Research Has to Say About Reading Instruction1,090 cited
  • 1978What Classroom Observations Reveal About Reading Comprehension Instruction1,064 cited
  • 1996Verbal Protocols of Reading: The Nature of Constructively Responsive Reading1,009 cited
  • 2009Effective Practices for Developing Reading Comprehension926 cited
  • 1997Verbal Protocols of Reading: The Nature of Constructively Responsive Reading913 cited
  • 1998Teacher Learning That Supports Student Learning.

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