ABSTRACT
Classroom-level influences on individual reading development in US public schools have consistently been a topic of study since the early 1900s (e.g., Fulton, 1914; Betts, 1937), in part because of the differential impact of various factors of classroom instruction on individuals (e.g., Stanovich, 1986; Allington, 1977). Though conceptualizations and methodologies have evolved over time, two principles have remained consistent across sets of findings: texts matter, and tasks matter for individuals’ reading development. Each is explored here in turn.
