|
Currently, I am the director of the
Minnesota Center for
Reading Research. The mission of the Center is to conduct a)
applied research on reading and b) research on teaching
approaches that facilitate reading instruction. The focus is on
research that supports teachers, particularly those who teach
students of poverty, as they learn to effectively teach children
and youth from diverse backgrounds, to become competent readers
in K-12 school settings.
My personal research interests focus on early
reading intervention, school-wide reading improvement, and
school and teacher factors contributing to children’s success in
reading. For the past eight years, I have been researching the
effectiveness of the School Change in Reading Framework in
high-poverty schools. This model of school change stresses
reflection on and improvement of teaching through collaborative
professional development and use of data to drive the reform
effort. Results indicate that the model is effective in
increasing students’ reading achievement. The framework is the
protocol for the
Minnesota Reading First Professional Development Program
that I am heading up for 26 Reading First schools in Minnesota.
As part of this work I visit one or two schools a week.
I am also a co-PI with colleagues at the
University of Illinois and the University of California -
Berkeley on a research study funded by the Institute of
Education Sciences. We are examining the relative effectiveness
of several research-based approaches to comprehension
instruction for second and fourth grade students. Ongoing
professional development is an important part of this project
that is being conducted at sites in Illinois and California as
well as Minnesota.
Selected publications
Taylor, B.M. & Ysseldyke, J.E., Eds. (in
press), Educational interventions for struggling readers,
K-6. New York: TC Press.
Taylor, B.M., Pearson, P.D., Garcia, G.E.,
Stahl, K. Bauer, E., Improving students’ reading comprehension.
(2006). In K. Stahl, (Ed.), Seeking Understanding in How to
Teach Reading: Selected Works by Steven Stahl (pp.303-315).
New York: Guilford.
Taylor, B.M., & Pearson, P.D. (2005). Using
study groups and reading assessment data to improve reading
instruction within a school, In Paris, S., & Stahl, S. (Eds.),
Current issues in reading comprehension and assessment.
Mahwah, NJ: Erlbaum. (pp. 237-255).
Taylor, B.M., & Pearson, P.D. (2004). CIERA
Research on Learning to Read — at School, at Home, and in the
Community. The Elementary School Journal, 105 (2),
167-181.
Taylor, B.M., & Pearson, P.D. (eds.) (2002).
Teaching Reading: Effective Schools, Accomplished Teachers.
Mahwah, N.J. Erbaum.
Taylor, B.M., Pearson, P.D , Peterson, D.P.,.,
& Rodriguez, M.C. (2005). The CIERA School Change Framework: An
evidenced-based approach to professional development and school
reading improvement. Reading Research Quarterly, 40(1),
40–69.
Taylor, B.M., Pearson, P.D., Peterson, D.S.,
& Rodriguez, M.C. (2003). Reading Growth in High-poverty
Classrooms: The Influence of Teacher Practices that Encourage
Cognitive Engagement in Literacy Learning. The Elementary
School Journal, 104, 3-28.
Featured research and outreach
September 2006
|
