WorldCat Identities

Taylor, Barbara M.

Overview
Works: 36 works in 106 publications in 1 language and 5,269 library holdings
Genres: Case studies  Handbooks and manuals  Textbooks 
Roles: Author, Editor, Other, Contributor
Publication Timeline
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Most widely held works by Barbara M Taylor
Teaching reading : effective schools, accomplished teachers by Barbara M Taylor( )

15 editions published between 2002 and 2010 in English and held by 1,052 WorldCat member libraries worldwide

This work looks at large scale studies that have recently examined characteristics of effective schools and teachers, and provides case studies of five schools in which children are achieving at high levels in reading. It also deals with case studies of effective teachers of reading
The first R : every child's right to read( Book )

7 editions published in 1996 in English and held by 811 WorldCat member libraries worldwide

Reading for meaning : fostering comprehension in the middle grades by Barbara M Taylor( Book )

8 editions published in 2000 in English and held by 735 WorldCat member libraries worldwide

Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. Following an introduction by the editors, essays in the book are as follows: (1) "The Mind in Action: What It Means to Comprehend during Reading" (Paul van den Broeck and Kathleen E. Kremer); (2) "Comprehension Instruction in Elementary School: A Quarter-Century of Research Progress" (Michael Pressley); (3) "Explicit and Implicit Instruction in Comprehension" (Janice A. Dole); (4) "Balancing Literature and Instruction: Lessons from the Book Club Project" (Taffy E. Raphael); (5) "Building Student Capacity to Work Productively during Peer-Assisted Reading Activities" (Lynn S. Fuchs and Douglas Fuchs); (6) "A Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension Program" (Michael F. Graves); (7) "Classroom Talk about Texts: Is It Dear, Cheap, or a Bargain at Any Price?" (Donna E. Alvermann); (8) "Literacy Lessons Derived from the Instruction of Six Latina/Latino Teachers" (Robert T. Jimenez); and (9) "Beyond Balance: Goal Awareness, Developmental Progressions, Tailoring to the Context, and Supports for Teachers in Ideal Reading and Literacy Programs" (Jere Brophy). (NKA)
Getting reading right from the start : effective early literacy interventions( Book )

5 editions published between 1994 and 2001 in English and held by 500 WorldCat member libraries worldwide

This edited book brings together descriptions of seven literacy intervention programs used by experts to prevent early reading failure in grades K-1. Programs focus on story book reading and writing with attention to word-level strategies, and are developmental, not remedial. Early childhood literacy, diagnosis and treatment of reading difficulties
Effective instruction for struggling readers, K-6( Book )

3 editions published in 2007 in English and held by 496 WorldCat member libraries worldwide

Reading difficulties : instruction and assessment by Barbara M Taylor( Book )

12 editions published between 1988 and 1995 in English and held by 484 WorldCat member libraries worldwide

Handbook of effective literacy instruction : research-based practice K-8( )

6 editions published between 2013 and 2014 in English and held by 245 WorldCat member libraries worldwide

"The intent of this handbook is to provide a comprehensive, forward-looking, research-based resource for teachers, teacher-educators, and researchers on the key, inter-connected components of effective literacy instruction. The book is designed so that it is a readily useable resource for pre-service and practicing teachers as well. Every chapter in sections I, II, III, and IV includes substantial suggestions for implementing research-based practices in the classroom and for engaging in professional learning to help teachers increase their effectiveness as literacy instructors. Every chapter in section IV also includes substantial suggestions for fostering collaboration among staff and, when applicable, parents within schools"--
Language arts : teaching and learning effective use of language by Dianne L Monson( Book )

4 editions published in 1988 in English and held by 173 WorldCat member libraries worldwide

Discretion in the translation of reading research to policy( Book )

3 editions published in 1999 in English and held by 93 WorldCat member libraries worldwide

This paper argues that the standards for reporting and interpreting educational research should be raised. It suggests the need for a higher standard is urgent in fields such as beginning reading, in which public interest is intense, because findings can quickly become distorted or misinterpreted and enshrined through misinformed policy decisions. The paper argues that researchers investigating beginning reading should exercise extra caution to delimit findings from their own studies and should take special pains to shows how studies contribute to a larger picture of literacy development which policy makers and educational leaders, in turn, need to consider. The paper examines B.R. Foorman, D.J. Francis, J.M. Fletcher, C. Schatschneider, and P. Mehta's "The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children" (1998), a recent, and uncommonly influential, reading methods study as an "example of research that has been overly promoted by the media and misused by some policy makers and educational leaders to support a simple solution to the complex problem of raising the literacy of young children in high poverty neighborhoods." Contains a figure and 93 references. (Ef)
Effective teachers and schools : trends across recent studies by Barbara M Taylor( Book )

3 editions published in 2000 in English and held by 87 WorldCat member libraries worldwide

In an effort to share the good news about what can be done to increase learning and achievement for students in high poverty schools, the research has been combed to pinpoint instructional and organizational factors that lead to student success. Specifically examined were how and why some schools across the country are attaining greater than expected reading achievement with populations of students who are at risk for failure by virtue of poverty. Emphasis is on the terms "instructional" and "organizational," for a thorough reading of the research leads to the conclusion that only when both classroom level (instructional) and school level (organizational) are attended to can aspirations be met to improve literacy for all students. A review of the literature on effective teachers and schools is "surprisingly convergent." Effective teachers have excellent classroom management skills and provide scaffolded, balanced literacy instruction, often in small groups, characterized by explicit instruction in skills and strategies as well as frequent opportunities for students to read, write, and talk about text. Effective schools are typically characterized as learning, collaborative communities in which staff assume a shared responsibility for all students' learning, monitor progress as a way of planning instruction for groups and individuals, help one another learn more about the art and science of teaching, and reach out to the families they serve. (Contains 3 tables and 29 references.) (Nka)
Catching schools : an action guide to schoolwide reading improvement by Barbara M Taylor( Book )

2 editions published in 2011 in English and held by 82 WorldCat member libraries worldwide

Based on her work over the last decade with more than 100 schools and visits to more than 5000 classrooms, Barbara Taylor shares her School Change in Reading (SCR) reform model in Catching Schools. At the heart of the reform model is the belief that student learning improves when teachers are supported with research-based, effective reading instruction and are given a way to work alongside one another to hone their teaching abilities. The end result: a collaborative school community, motivated teachers, and students who are successful, engaged readers. Taylor's action points to schoolwide reading improvement include: research-proven practices for teaching reading; a model to put these practices into action for schoolwide reform in reading; assessment practices to inform teaching; collaborative meeting strategies and professional learning activities, including 100+ reproducibles for teachers and administrators. --Publisher's description
Catching readers, grade 1 : day-by-day small-group reading interventions by Barbara M Taylor( Book )

2 editions published in 2010 in English and held by 82 WorldCat member libraries worldwide

First-grade children who start the school year with lower-than-average phonemic awareness abilities and letter-sound knowledge will benefit from EIR lessons. The teacher focuses on accelerating students' literacy learning by deliberately coaching them to use strategies to decode words as they are reading, to actively engage in word work, and to think at a higher level about the meaning of the texts they are reading
Catching readers, grades 4/5 : day-by-day small-group reading interventions by Barbara M Taylor( Book )

3 editions published in 2011 in English and Undetermined and held by 78 WorldCat member libraries worldwide

Catching readers, grade 2 : day-by-day small-group reading interventions by Barbara M Taylor( Book )

1 edition published in 2010 in English and held by 73 WorldCat member libraries worldwide

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice, research, and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series. Powerful intervention strategies for your classroom: daily, small group interventions help struggling second graders read on grade level by spring; Instruction focuses on word recognition, fluency, vocabulary, and comprehension development; The use of trade books and leveled books reinforces and extends guided reading instruction; Live-from-the-classroom video clips show the lessons in action; Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students. Empowering professional development for your school: a clear consistent framework fosters schoolwide coherence and continuity; A month-by-month planning guide helps organize teaching across grade levels -- The lessons-in-action video clips are ideal for group analysis; Dynamic Internet and consulting services support professional learning communities
Catching readers, grade K : day-by-day small-group reading interventions by Barbara M Taylor( Book )

3 editions published in 2011 in English and Undetermined and held by 73 WorldCat member libraries worldwide

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice, research, and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K-5). Powerful intervention strategies for your classroom include: 1) Daily, small-group interventions help struggling third graders read on grade level by spring; 2) Instruction focuses on word recognition, fluency, vocabulary, and comprehension development; 3) The use of trade books and leveled books reinforces and extends guided reading instruction; 4) Live-from-the-classroom video clips show the lessons in action; 5) Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students. For empowering professional development for your school: 1) A clear consistent framework fosters schoolwide coherence and continuity; 2) A month-by-month planning guide helps organize teaching across grade levels; 3) The lessons-in-action video clips are ideal for group analysis; 4) Dynamic Internet and consulting services support professional learning communities. --Publisher's description
Catching readers, grade 3 : day-by-day small-group reading interventions by Barbara M Taylor( Book )

2 editions published in 2010 in English and held by 72 WorldCat member libraries worldwide

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice, research, and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K-5). This text provides powerful intervention strategies for your classroom: Daily, small-group interventions help struggling third graders read on grade level by spring; Instruction focuses on word recognition, fluency, vocabulary, and comprehension development; The use of trade books and leveled books reinforces and extends guided reading instruction; Live-from-the-classroom video clips show the lessons in action; Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and student. This is empowering professional development for your school: A clear consistent framework fosters schoolwide coherence and continuity; A month-by-month planning guide helps organize teaching across grade levels; The lessons-in-action video clips are ideal for group analysis; Dynamic Internet and consulting services support professional learning communities. --Publisher's description
Reading together : helping children get a good start in reading by Barbara M Taylor( Book )

1 edition published in 1991 in English and held by 65 WorldCat member libraries worldwide

Early success. teacher's material( Book )

1 edition published in 2003 in English and held by 10 WorldCat member libraries worldwide

Supplemental classroom intervention reading program focuses on word and comprehension instruction. Phonemic awareness training, systematic phonics instruction, coaching in word recognition strategies to foster independence, and higher-level comprehension questions are the main components of the lessons
Catching readers : day-by-day small-group reading interventions by Barbara M Taylor( Book )

2 editions published in 2010 in English and held by 8 WorldCat member libraries worldwide

Early success. teacher's material( Book )

1 edition published in 2003 in English and held by 7 WorldCat member libraries worldwide

Supplemental classroom intervention reading program focuses on word and comprehension instruction. Phonemic awareness training, systematic phonics instruction, coaching in word recognition strategies to foster independence, and higher-level comprehension questions are the main components of the lessons
 
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Teaching reading : effective schools, accomplished teachers
Covers
The first R : every child's right to readReading for meaning : fostering comprehension in the middle gradesGetting reading right from the start : effective early literacy interventionsEffective instruction for struggling readers, K-6Catching schools : an action guide to schoolwide reading improvementCatching readers, grade 1 : day-by-day small-group reading interventionsCatching readers, grades 4/5 : day-by-day small-group reading interventionsCatching readers, grade 2 : day-by-day small-group reading interventions
Alternative Names
Taylor, Barbara

Taylor, Barbara 1950 April 7-

Languages
English (82)