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Closing the Gap

Closing the Gap Author Karen Keaton Jackson
ISBN-10 9781607527442
Release 2007-09-01
Pages 201
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Without contraries there is no progression. William Blake This is a book about reality and hope. Its chapters reframe the concept of gap, acknowledging distances (for example, acknowledging old insights and theory while also honoring teacher discovery). However, it refuses to bow under the weight of these challenges. Its contributors focus, instead on how to overcome acknowledged inadequacies in learning how to teach writing as well as how to practice principled literacy instruction. These contributors see gaps not as unbridgeable chasms, but rather as opportunities to educate their students to use writing to understand the broader context of their education and preservice candidates to adapt curriculum creatively. Contributors include new and seasoned secondary school teachers, graduate students, and university faculty who together remind us of “old insights needing to be passed along” (Villanueva) and show us new practices that challenge the conventions of the status quo and promote social justice. To close the gaps, in short, they demonstrate how rhetoric and truth are intertwined. In a time when too many children continue to be left behind, this book should be required reading for all literacy teachers because it is in our continued willingness to learn from each other that hope resides.



Closing the Literacy Gap

Closing the Literacy Gap Author Thomas G. Gunning
ISBN-10 UVA:X004896802
Release 2006
Pages 228
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At a time when so many pivotal education issues are closely tied to literacy and education policy, such as No Child Left Behind legislation, Tom Gunning provides critical insight into the key elements needed to close the literacy gap in America's schools, from pre-kindergarten through eighth grade. Closing the Literacy Gap addresses the demands of the No Child Left Behind legislation and provides a wide range of recommendations and a great number of practical suggestions for closing the literacy gap. This much-awaited text builds from an early emphasis on creating a vision statement to implementing effective techniques and assessing for instruction. Unlike other texts, Gunning provides a coherent plan for program implementation that has proven to successfully close the literacy gap. The recommendations provided within the text are specific and detailed and are built on basic principles.



Bridging the Literacy Achievement Gap Grades 4 12

Bridging the Literacy Achievement Gap  Grades 4 12 Author Dorothy S. Strickland
ISBN-10 0807744875
Release 2004-01-01
Pages 294
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This book addresses critical issues related to pre-adolescent and adolescent literacy learners with a focus on closing the achievement gap. Despite efforts by educators and policymakers during the past several decades, certain groups of students--primarily African American students, English language learners, and students from low-income homes--continue to underperform on commonly used measures of academic achievement. Too often, teachers and administrators lack both proper preparation and good ideas to confront these issues.



Literacy for All Students

Literacy for All Students Author Rebecca Powell
ISBN-10 9781136879692
Release 2012-04-27
Pages 288
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The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation. Drawing on research and theory reflecting a range of perspectives ─ multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy ─ it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators. Literacy for All Students Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration) Provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students Presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative.



Closing the Gap Between Research and Practice

Closing the Gap Between Research and Practice Author Marion De Lemos
ISBN-10 9780864315847
Release 2002-01-01
Pages 44
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For some decades, world-wide, there have been national initiatives toimprove literacy rates and standards. During the same period, concentrated research studies have been undertaken to find out howbest to achieve the desired improvements. Two main thrusts inteaching and learning how to read and write have emerged, often incontroversy. One is generally known as the 'whole language'approach and the other concentrates more on instruction in phonics. What works? This paper focuses on the theoretical assumptionsunderlying these two approaches to the teaching of literacy, and thestudies which have bee.



Language Diversity School Learning and Closing Achievement Gaps

Language Diversity  School Learning  and Closing Achievement Gaps Author Committee on the Role of Language in School Learning: Implications for Closing the Achievement Gap
ISBN-10 9780309153867
Release 2010-07-26
Pages 116
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The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.



Literacy and Social Inclusion

Literacy and Social Inclusion Author Eve Bearne
ISBN-10 1858563895
Release 2007-01-01
Pages 160
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Although social inclusion has been high on government agendas for some years, there have been few attempts at policy level to examine the issues relating to literacy education. Many social and cultural groups feel alienated from traditional models of literacy education and some learners continue to underachieve. This book develops insights into how to address these challenges. Terms such as "social inclusion" and "social exclusion" are defined, explored, and related to literacy education by contributors who are renowned in the field. They deal with issues of literacy and social class, race, gender, language, and sexuality. They offer insights into current concerns in these areas, and they outline curricula and pedagogical approaches which address underachievement and disaffection. The book challenges traditional deficit notions of "at risk" communities and argues that the onus for change needs instead to be at policy level. The book is essential reading for all those concerned with ensuring that literacy education, as inscribed in institutions, meets the needs and interests of all learners and closes the gaps between home, community, and school. The contributors are Viv Bird, Victoria Carrington, Barbara Comber, Julia Davies, Eve Gregory, Gemma Moss, Kate Pahl, Brian Street and Mark Vicars.



Handbook of Early Literacy Research

Handbook of Early Literacy Research Author Susan B. Neuman
ISBN-10 9781609180294
Release 2011-03-09
Pages 467
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Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts, pedagogical strategies, curricula, and policy issues. Highlights of Volume 3 include cutting-edge perspectives on English language learning; innovative ways to support print knowledge, phonological awareness, and other code-related skills; and exemplary approaches to early intervention and teacher professional development.



OECD Reviews of Migrant Education Closing the Gap for Immigrant Students Policies Practice and Performance

OECD Reviews of Migrant Education Closing the Gap for Immigrant Students Policies  Practice and Performance Author OECD
ISBN-10 9789264075788
Release 2010-03-24
Pages 110
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This book offers comparative data on access, participation and performance of immigrant students and their native peers and identifies a set of policy options based on solid evidence of what works.



The Literacy Gaps

The Literacy Gaps Author Ivannia Soto-Hinman
ISBN-10 9781452239149
Release 2009-08-11
Pages 272
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Build bridges of support so English language learners and standard English learners can learn alongside their peers! This comprehensive, research-based guide helps teachers bridge multiple gaps and promote learning for English language learners (ELLs) and standard English learners (SELs). The authors provide strategies, examples, and tools to address: The gap between students and texts: covering word recognition, background knowledge, comprehension, and academic language development The gap between students and teachers: including sociocultural differences between teachers and students and teacher perceptions and expectations The gap between students and their peers: discussing language proficiency differences, grouping strategies, and grade-level and schoolwide programs



Teaching with Purpose

Teaching with Purpose Author John E. Penick
ISBN-10 9780873552530
Release 2006
Pages 252
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Science for English Language Learners brings you the best practices from different but complementary fields of science education and English language teaching, integrating the two. The book is designed so you can easily dip in and out of the topics you want. It’s organized into four sections.



Closing the Vocabulary Gap

Closing the Vocabulary Gap Author Alex Quigley
ISBN-10 9781351624534
Release 2018-03-14
Pages 204
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As teachers grapple with the challenge of a new, bigger and more challenging school curriculum, at every key stage and phase, success can feel beyond our reach. But what if there were 50,000 small solutions to help us bridge that gap? In Closing the Vocabulary Gap, Alex Quigley explores the increased demands of an academic curriculum and how closing the vocabulary gap between our ‘word poor’ and ‘word rich’ students could prove the vital difference between school failure and success. This must-read book presents the case for teacher-led efforts to develop students' vocabulary and provides practical solutions for teachers across the curriculum, incorporating easy-to-use tools, resources and classroom activities. Grounded in the very best available evidence into reading development and vocabulary acquisition, Closing the Vocabulary Gap sets out to: help teachers understand the vital role of vocabulary in all learning; share what every teacher needs to know about reading (but was afraid to ask); unveil the intriguing history of words and exactly how they work; reveal the elusive secrets to achieve spelling success; provide strategies for vocabulary development for all teachers of every subject and phase. With engaging anecdotes from the author’s extensive personal teaching experience woven throughout, as well as accessible summaries of relevant research, Alex Quigley has written an invaluable resource suitable for classroom teachers across all phases, literacy leaders and senior leadership teams who wish to close the vocabulary gap.



Teaching Reading to English Language Learners Grades 6 12

Teaching Reading to English Language Learners  Grades 6 12 Author Margarita Calderon
ISBN-10 9781452293080
Release 2007-04-25
Pages 184
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A powerful array of field-tested literacy tools for closing the achievement gap! This book provides a comprehensive and systematic framework for developing literacy skills and improving reading in all content areas. With funding from the Carnegie Corporation and the U.S. Department of Education, author Margarita Calderón has developed a research-based approach to expediting reading comprehension that results in higher test scores not just for ELLs, but for all students. Educators can easily complement their instruction with ready-to-use tools, including: Lesson templates Rubrics Sample lesson plans Strategies for teaching reading and vocabulary in content areas Descriptions of successful programs Professional development designs



Closing the Literacy Gap in American Business

Closing the Literacy Gap in American Business Author Edward E. Gordon
ISBN-10 0899306217
Release 1991
Pages 201
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The authors present their perspective on workplace literacy past, present, and future. They describe how 21st century technology produced America's "literacy gap." The book reviews strengths and weaknesses of current literacy programs. It discusses learning related to difficult employee literacy problems. Actual case studies describe Individualized Instructional Programs (IIP) for hourly workers, support staff, managers, and professionals. A game plan is formulated for how to establish company "Work Force Education" policy and offer multi-level, cost-justified programs. Finally, international responses to workplace literacy are considered, along with the development of employee literacy into the next century.



Closing Canada s Rural urban Literacy Gap

Closing Canada s Rural urban Literacy Gap Author
ISBN-10 OCLC:444728556
Release 2008
Pages 33
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Closing Canada s Rural urban Literacy Gap has been writing in one form or another for most of life. You can find so many inspiration from Closing Canada s Rural urban Literacy Gap also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Closing Canada s Rural urban Literacy Gap book for free.



Summer Reading

Summer Reading Author Richard L. Allington
ISBN-10 9780807772706
Release 2015-04-26
Pages 142
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Summer reading loss accounts for roughly 80% of the rich/poor reading achievement gap. Yet far too little attention is given to this pressing problem. This timely volume now offers not only a comprehensive review of what is known about summer reading loss but also provides reliable interventions and guidance. Written by acknowledged experts and researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives. It also provides research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. Most important, the authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than from much more costly interventions. Contributors: Richard L Allington, Lynn Bigelman, James J. Lindsay, Anne McGill-Franzen, Geraldine Melosh, Lunetta Williams “Summer Reading shows us how to make voluntary reading programs work, especially for low-achievers. This could be the foundation of a reform movement that stands a chance of closing the achievement gap between rich and poor that haunts American schools.” —P. David Pearson, University of California, Berkeley “Few interventions hold such promise for narrowing the growing reading achievement gap between low- and high-socioeconomic-status students. This book draws attention to this worthy topic and offers ways to channel that attention into concrete policies and practices. As a scholar focused on issues of equity in literacy education, I will definitely have a copy of this book on my shelf.” —Nell K. Duke, University of Michigan “The solution to the problem of the achievement gap in literacy development is right here: Simple, obvious, and supported by massive evidence.” —Stephen Krashen, professor emeritus, The University of Southern California “Give a copy of this book to every parent, teacher, school administrator, and policymaker you can find and urge them to read it.” —Peter Johnston, The University at Albany, State University of New York Richard L. Allington is a professor of literacy studies at the University of Tennessee and past president of the National Reading Conference and the International Reading Association. His books include No Quick Fix, The RTI Edition. Anne McGill-Franzen is professor and director of the Reading Center at the University of Tennessee. Both authors are recipients of the International Reading Association Albert J. Harris Award for research on reading and learning disabilities.



Teaching Reading to Black Adolescent Males

Teaching Reading to Black Adolescent Males Author Alfred W. Tatum
ISBN-10 9781571103932
Release 2005-01-01
Pages 165
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Provides information for teachers and schools on literacy instruction for African American adolescent males.