000			01367nas a2200253Ia 4500
008			250101c99999999xx |||||||||||| ||und||
022			_a0022-0574
100			_aCohen, Julie _9124500
245		0	_aMeasuring Text-Focused Reading Instruction
260			_bJournal of Education
260			_c2024
300			_a719-738
520			_aHelping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more than 500 reading lessons in a large district. We describe the structure of the tool, its relationship to other measures of teaching, teacher and school attributes, and student outcomes. We then provide guidance to practitioners and researchers seeking to employ such a tool for teacher development.
650			_a Achievement _9124501
650			_a Classroom _9114132
650			_a Educational Studies _995242
650			_a Teaching
650			_aLiteracy _99421
700			_a Chung, Rosalie _9124502
700			_a Miller, Luke C. _9124503
700			_a Ruzek, Erik _9124504
700			_a Wiseman, Emily _9124505
856			_uhttps://doi.org/10.1177/00220574231220067
999			_c134780 _d134780