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OverviewIn this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field. Full Product DetailsAuthor: Rosalind Horowitz (The University of Texas—San Antonio, USA) , S. Jay Samuels (The University of Minnesota—Twin Cities, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.50cm , Length: 22.90cm Weight: 0.340kg ISBN: 9781138018792ISBN 10: 1138018791 Pages: 232 Publication Date: 07 April 2017 Audience: College/higher education , College/higher education , Professional and scholarly , Tertiary & Higher Education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPreface Acknowledgments Chapter 1. The Achievement Gap in Reading: Unique Historical and Future Perspectives Rosalind Horowitz and S. Jay Samuels Part I. Cases of Specific Demographics and Economics Chapter 2. Poverty’s Powerful Effects on Reading Achievement and the Achievement Gap David Berliner Chapter 3. Creating Responsive Teachers of Hispanic and Bilingual Students Learning English Robert Jiménez, Sam David, Mark Pacheco, Victoria J. Risko, Lisa Pray, Keenan Fagan, and Mark Gonzales Chapter 4. Motivating and Instructing African American Students in Classrooms John T. Guthrie and Angela McRae Chapter 5. Closing the Reading Achievement Gap for Indigenous Children Jay S. Blanchard and Kim Atwill Part II. Conceptualizing and Measuring the Achievement Gaps in Reading Chapter 6. Why the Achievement Gap? Edmund W. Gordon and Paola C. Heincke Chapter 7. Including Differences in Variability in Assessing the Achievement Gap in Reading Michael Harwell Chapter 8. International Brain Wars: Adolescent Reading Proficiency, Performance, and Achievement from a Competitive Global Perspective Rosalind Horowitz Part III. Explaining and Reducing the Achievement Gaps in Reading Chapter 9. The Talk Gap Terrance D. Paul and Jill Gilkerson Chapter 10. Summer Reading Loss is the Basis of Almost all the Rich-Poor Reading Gap Richard L. Allington and Anne McGill-Franzen Part IV. Contradictory Efforts and Commonalities in Attempts to Close the Gaps in Reading Achievement Chapter 11. The Federal Effort: How Five Different and Sometimes Contradictory Efforts have been made to Close the Achievement Gap Richard Long and Alan Farstrup Chapter 12. Synthesis, Discussion, and Recommendations: What We Can Do to Advance Reading Achievement Rosalind Horowitz and S. Jay Samuels List of Contributors Author Index Subject IndexReviewsAuthor InformationRosalind Horowitz is Professor, Discourse and Literacy Studies, Departments of Interdisciplinary Learning and Teaching and Educational Psychology, College of Education and Human Development, The University of Texas—San Antonio, USA. S. Jay Samuels is Professor Emeritus, Department of Educational Psychology, College of Education and Human Development, The University of Minnesota—Twin Cities, USA. Tab Content 6Author Website:Countries AvailableAll regions |
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