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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.

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.

Summer Reading

Summer Reading Author Richard L. Allington
ISBN-10 9780807753743
Release 2012-12-14
Pages 129
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Summer reading loss accounts for roughly 80 percent 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 as well as 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 they can from much more costly interventions.

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.

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.

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

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.

The Brown Center Report on American Education

The Brown Center Report on American Education Author Paul Diperna
ISBN-10 0815753012
Release 2000-09-01
Pages 32
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The Brown Center on Education Policy conducts research on topics in American education, with a special focus on efforts to improve academic achievement in elementary and secondary schools. The center seeks to inform policymakers at all levels of government, to influence the course of future educational research, and to produce a body of work not only valuable to policymakers and scholars, but also parents, teachers, administrators, taxpayers, school board members, and the general public.This annual report card analyzes the state of American education using the latest measures of student learning, uncovers and explains important trends in achievement test scores, and identifies promising and disappointing educational reforms. Unlike similar reports intended solely for government use, the Brown Center annual report card is written for an audience of parents, teachers, and policymakers.

Closing the Achievement Gap

Closing the Achievement Gap Author Yvonne S. Freeman
ISBN-10 UCSC:32106019047585
Release 2002
Pages 162
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The Freeman and Mercuri review the research on effective practices for older English learners. Their book includes: clear distinctions among the types of older English learners in our schools with examples of students from each category a thorough discussion of the kinds of language proficiency older English learners need a review of the latest research on effective practices for older English learners

Access for all

Access for all Author Susan B. Neuman
ISBN-10 UVA:X004470929
Release 2001-12
Pages 93
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Because children begin to learn literacy skills before formal reading and writing instruction takes place, exposure to books at an early age leads to improved literacy skills throughout life. Further, because so many children are in child-care facilities for 40 hours a week or more, it is essential for child-care centers to provide young children sufficient access to quality books. This is especially important in areas of low income, where children may not have access to books and literacy experiences at home. Access for All: Closing the Book Gap for Children in Early Education details a study of child-care centers across the United States that uncovered some troubling results. Authors Susan B. Neuman, Donna C. Celano, Albert N. Greco, and Pamela Shue discovered that there is a serious lack of quality books in many child-care centers, and that many states do not have clear guidelines for using books to create literacy exposure in child-care settings and prekindergarten classrooms. The news is not all bad, however. There are states that have set up clear and consistent guidelines and rules regarding early literacy instruction, and there are numerous professional organizations that also are working to close the book gap. The chapters in this book highlight trends in children's publishing and the children's book market, detail the authors' study and its results, describe a state that has made excellent progress in early education standards, and give possible solutions for closing the book gap for young children. A must-have for policy makers, directors of child-care centers, and all educators with an interest in early literacy, Access for All offers a concise look at a serious problem-and offers realistic solutions to overcome it. Susan B. Neuman is Assistant Secretary for Elementary and Secondary Education, U.S. Department of Education, Washington, D.C., USADonna C. Celano is an instructor in the Temple University Department of Communications, Philadelphia, Pennsylvania, USA. Albert N. Greco is an associate professor in the Fordham University Graduate School of Business Administration, New York, New York, USA. Pamela Shue is a graduate assistant in the Temple University Department of Education, Philadelphia, Pennsylvania, USA.

Tell Me a Story

Tell Me a Story Author Elaine Reese, PhD
ISBN-10 9780199772650
Release 2013-05-30
Pages 256
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In Tell Me a Story Dr. Elaine Reese explains how storytelling is valuable for children's language, emotional development, coping, self-concept, and sense of belonging.

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.

Language at the Speed of Sight

Language at the Speed of Sight Author Mark Seidenberg
ISBN-10 9780465019328
Release 2017-01-03
Pages 400
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We’ve been teaching reading wrong—a leading cognitive scientist tells us how we can finally do it right

Building Academic Vocabulary

Building Academic Vocabulary Author Robert J. Marzano
ISBN-10 1418949868
Release 2006-12-01
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In Building Academic Vocabulary: Teacher s Manual, Robert J. Marzano and Debra J. Pickering give teachers a practical way to help students master academic vocabulary. Research has shown that when teachers, schools, and districts take a systematic approach to helping students identify and master essential vocabulary and concepts of a given subject area, student comprehension and achievement rises. In the manual, readers will find the following tools: * A method to help teachers, schools, and districts determine which academic vocabulary terms are most essential for their needs * A six-step process for direct instruction in subject area vocabulary * A how-to to help students use the Building Academic Vocabulary: Student Notebook. The six-step method encourages students to learn critical academic vocabulary by connecting these terms to prior knowledge using linguistic and non-linguistic means that further encourage the refinement and deepening of their understanding. * Suggestions for tailoring academic vocabulary procedures for English Language Learners. * Samples and blackline masters for a variety of review activities and games that reinforce and refine student understanding of the academic terms and concepts they learn. The book also includes a list of 7, 923 vocabulary terms culled from the national standards documents and other publications, organized into 11 subject areas and 4 grade-level categories. Building Academic Vocabulary: Teacher s Manual puts into practice the research and ideas outlined in Marzano s previous book Building Background Knowledge for Academic Achievement. Using the teacher s manual and vocabulary notebooks, educators can guide students in using tools and activities that will help them deepen their own understanding of critical academic vocabulary--the building blocks for achievement in each discipline.

Teaching Reading to English Language Learners Grades 6 12

Teaching Reading to English Language Learners  Grades 6 12 Author Margarita Calderon
ISBN-10 9781412909259
Release 2007-04-25
Pages 161
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This book provides a field-tested, research-based approach to expediting reading comprehension that results in higher test scores not just for ELLs, but for all students.