Taylor, B., Pearson, P., Clark, K., & Walpole, S. (1999). Beating the odds in teaching all children to read. CIERA Report 2-006. University of Michigan: Ann Arbor.
What schoolwide practices characterize schools in which at-risk learners are beating the odds? What instructional practices are used by the most accomplished primary-grade teachers and by teachers in the most effective schools? The authors used quantitative and descriptive methods to investigate school and classroom factors related to primary-grade reading achievement. Fourteen schools across the U.S. with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement in the primary grades. A combination of school and teacher factors, many of which were intertwined, was found to be important in the most effective schools. Statistically significant school factors included strong links to parents, systematic assessment of pupil progress, strong building communication, and a collaborative model for the delivery of reading instruction, including early reading interventions. In all of the most effective schools, reading was clearly a priority at both the building and classroom level.