Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning STOR Barbara M. Taylor; P. David Pearson; Debra S. Peterson; Michael C. Rodriguez The Elementary School Journal, Vol. 104, No. 1. (Sep., 2003), pp. 3-28. Stable URL: http://links.jstor.org/sici?sici=0013-5984%28200309%29104%3Al %3C3%3ARGIHCT%3E2.0.C0%3B2-%23 The Elementary School Journal is currently published by The University of Chicago Press. Your use of the JS TOR archive indicates your acceptance of JS TOR' s Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JS TOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/ucpress.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is an independent not-for-profit organization dedicated to creating and preserving a digital archive of scholarly journals. For more information regarding JS TOR, please contact support@jstor.org. http://www.jstor.org/ Wed Nov 8 14:13:48 2006 ®