Literacy development of students in urban schools
Subtitle: research and policy
By: James Flood, Patricia L. Anders, editors.
Contributors: Flood, James.; Anders, Patricia L.; International Reading Association.
Publisher: International Reading Association
Published: 2005
Place of publication: Newark, DE
Language: eng
Number of pages: 473
Subjects: Literacy -- United States; Education, Urban -- United States; Poor children -- Education -- United States
Notes: Includes bibliographical references and indexes.
Table of contents: title: Poverty and student achievement: a hopeful review / Jane Hannaway; title: Poverty and achievement: a response to Jane Hannaway / Rita M. Bean; title: The effects of health and social welfare factors on literacy development in urban schools / Joy G. Dryfoos; title: The effects of health and social welfare factors on literacy development: implications for teachers and teacher preparation: a response to Joy Dryfoos / MaryEllen Vogt; title: Violence as a factor in the lives of urban youth / Douglas Fisher, ... [et al.]; title: Violence in the lives of urban youth: a response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana / Victoria Chou and Esther Mosak; title: School programs of family and community involvement to support children's reading and literacy development across the grades / Steven B. Sheldon and Joyce L. Epstein; title: Family And community involvement in children's reading and literacy development: a response to Steven Sheldon and Joyce Epstein / Jeanne R. Paratore; title: Exemplary reading instruction in the elementary school: how reading develops-how students learn and teachers teach / Diane Lapp and James Flood; title: Examining exemplary reading instruction in urban settings: implications for teachers and the students they teach: a response to Diane Lapp and James Flood / Doris Walker-Dalhouse; title: Exemplary literacy instruction in grades 7-12: what counts and who's counting? / Donna E. Alvermann; title: Let's not minimize the "Big L" in adolescent literacy: a response to Donna Alvermann / Richard T. Vacca; title: Professional preparation and development of teachers in literacy instruction for urban settings / Virginia Richardson and Patricia L. Anders; title: The importance of professional development to unlock the potential of students in urban settings: a response to Virginia Richardson and Patricia Anders / Eric J. Cooper and Yvette Jackson; title: Culture and language: bidialectical issues in literacy / Carol D. Lee; title: Culture and language: bidialectical issues in literacy: a response to Carol Lee / Arnetha F. Ball; title: The persistence of inequality: English-language learners and educational reform / Kris D. Gutiérrez; title: Culture, context, and diversity: a perspective on urban school reform: a response to Kris Gutiérrez / Robert Rueda; title: Overrepresentation of culturally and linguistically diverse students in special education in urban schools: a research synthesis / Cheryl A. Utley, Festus E. Obiakor, and Elizabeth B. Kozleski; title: A loss of equity, excellence, and expectations through overrepresentation of culturally and linguistically diverse students in special education: a response to Cheryl Utley, Festus Obiakor, and Elizabeth Kozleski / Victoria J. Risko; title: High performance in high-poverty schools: 90/90/90 and beyond / Douglas B. Reeves; title: The seduction of simple solutions: a response to Douglas Reeves / Donna Ogle; title: A rhetoric for school reform / Charles Taylor Kerchner; title: Should We close the book on school reform? A response to Charles Taylor Kerchner / Timothy V. Rasinski; title: State policy and its impact on urban reading programs / Virginia Roach; title: Delivering strong urban reading programs in the current policy environment: reinvent, circumvent, or just plain vent? A response to Virginia Roach / Cathy M. Roller.