Authors: Diane Lapp (Editor), Diane J. Lapp (Editor), Nancy Collins Roser (Editor), James Flood (Editor), Nancy L. Roser
ISBN-13: 9781593850074, ISBN-10: 1593850077
Format: Paperback
Publisher: Guilford Publications, Inc.
Date Published: April 2004
Edition: 1st Edition
Diane Lapp, EdD, is Professor of Reading and Language in the Department of Teacher Education at San Diego State University.
Cathy Collins Block, PhD, has served on the graduate faculty at Texas Christian University since 1977.
Eric J. Cooper, EdD, is President of the National Urban Alliance for Effective Education at the Council of Great City Schools, Washington, DC, and the University of Georgia, Athens.
James Flood, PhD, is Professor of Reading and Language Development at San Diego State University.
Nancy Roser, EdD, is Professor of Language and Literacy Studies, Flawn Professor of Early Childhood Education, and Distinguished Teaching Professor at the University of Texas at Austin.
Josefina Villamil Tinajero, PhD, is Interim Dean of the College of Education and Professor of Bilingual Education at the University of Texas at El Paso, where she also directs the nationally acclaimed Mother–Daughter/Father–Son Programs.
This practical, empowering book addresses the challenges facing educators, school administrators, and families in low socioeconomic status urban settings and presents field-tested strategies for promoting reading, writing, and oral language success. Featuring thorough research reviews, instructional models, resources, and portraits of exemplary urban classrooms, the book provides a wealth of ideas that can readily be put into practice.
Coverage includes:
* What highly effective literacy instruction looks like in today's urban classroom
* Understanding-and counteracting-the factors that put poor children at risk
* When diversity is the norm: making instruction welcoming to all
* Lesson plans and lists of children's literature that meet urban students' specific needs
* Keys to building strong family and community partnerships
1 | The changing demography of urban America : facts and implications for education | 3 |
2 | The pursuit of equity and excellence in educational opportunity | 12 |
3 | Context specificity of family activities that foster early literacy : evidence from the national household education survey 1999 | 31 |
4 | Exploring (missed) perceptions of African Americans : implications for literacy instruction and learning | 42 |
5 | Black English : two speakers separated by 40 years have the same language experience | 53 |
6 | No parent left behind | 63 |
7 | The role of native language and parental involvement : developing literacy skills for all children | 73 |
8 | "Proven programs" and other unscientific ideas | 93 |
9 | Putting literacy learning in context : what practicing teachers say about the realities of teaching in urban schools | 103 |
10 | What are the implications of recent policy initiatives for the classroom? : innovations for instruction in urban settings | 122 |
11 | Improving literacy achievement and professional development through a K-12 urban partnership | 137 |
12 | Literacy learning for every child in an urban classroom : can we raise scores and scholars? | 153 |
13 | Providing educational opportunities for underrepresented students : the role of academic scaffolds and lesson study at the Preuss School, UCSD | 161 |
14 | Flood Ensurance : when children have books they can and want to read | 179 |
15 | Literacy motivation : implications for urban classrooms | 193 |
16 | Preventing urban learners from becoming struggling readers : can brain research be a foundation for good literacy teaching? | 202 |
17 | What types of assessment really inform instruction in an urban school? | 220 |
18 | The role of the literacy professional in addressing the disproportionate representation of culturally and linguistically diverse students in special education | 231 |
19 | Honoring children's reading rights : accounting for success in one urban first-grade classroom | 255 |
20 | Grouping for child-centered reading instruction in first grade | 269 |
21 | Scaffolding vocabulary learning : ideas for equity in urban settings | 275 |
22 | Metacognition through writing and sharing connections | 294 |
23 | Building background knowledge for literacy through informational books | 306 |
24 | Content counts with struggling urban readers | 316 |
25 | Meeting the challenges for all students in urban schools | 327 |
Epilogue : building on the dream; becoming a reality | 337 |