shopping cart
nothing in cart
 
browse by subject
new releases
best sellers
sale books
browse by author
browse by publisher
home
about us
upcoming events
Oct 16th - Management Certificate: Leadership training specifically designed for health and human service professionals [SickKids CCMH Learning Institute]
Oct 16th - 8 Week Mindful Self-Compassion Program [The Centre for MindBody Health]
Oct 16th - The Leadership Edge: Empower and engage employees for maximum performance [SickKids CCMH Learning Institute]
Oct 17th - MBCT Basics in Toronto [The Centre for Mindfulness Studies]
Oct 17th - 21st annual Energy Psychology Conference - Integrating Ancient Wisdom with Modern Science [Energy Psychology Conference Canada]
schools agencies and other institutional orders (click here)
The Achievement Gap in Reading: Complex Causes, Persistent Issues, Possible Solutions
Horowitz, Rosalind
Routledge / Softcover / 2017-04-01 / 1138018791
Language and Literacy
reg price: $69.50 our price: $ 59.08 (may be subject to change)
Not in stock - ships in one week.

In 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.

Table of Contents

Preface

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 Index

About the Editors

Rosalind 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 at 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.

Caversham Booksellers
98 Harbord St, Toronto, ON M5S 1G6 Canada
(click for map and directions)
All prices in $cdn
Copyright 2019

Phone toll-free (800) 361-6120
Tel (416) 944-0962 | Fax (416) 944-0963
E-mail info@cavershambooksellers.com
Hours: 9-6 M-W / 9-7 Th-F / 10-6 Sat / 12-5 Sun EST

search
Click here to read previous issues.
other lists
Language and Literacy
Routledge
Taylor and Francis