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 gapwith 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 factorssuch 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.
| Preface |
|
xi | |
| Intended Audience |
|
xiii | |
| About the Editors |
|
xv | |
| Acknowledgments |
|
xvii | |
|
|
|
xix | |
|
1 The Achievement Gap in Reading: Unique Historical and Future Perspectives |
|
|
1 | (20) |
|
|
|
|
|
PART I Cases of Specific Demographics and Economics |
|
|
21 | (78) |
|
2 Poverty's Powerful Effects on Reading Achievement and the Achievement Gap |
|
|
23 | (15) |
|
|
|
3 Creating Responsive Teachers of Hispanic and Bilingual Students Learning English |
|
|
38 | (19) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4 Motivating and Instructing African American Students in Classrooms |
|
|
57 | (25) |
|
|
|
|
|
5 Closing the Reading Achievement Gap for Indigenous Children |
|
|
82 | (17) |
|
|
|
|
|
PART II Conceptualizing and Measuring the Achievement Gaps in Reading |
|
|
99 | (50) |
|
6 Why the Achievement Gap? |
|
|
101 | (5) |
|
|
|
|
|
7 Including Differences in Variability in Assessing the Achievement Gap in Reading |
|
|
106 | (17) |
|
|
|
8 International Brain Wars: Adolescent Reading Proficiency, Performance, and Achievement from a Competitive Global Perspective |
|
|
123 | (26) |
|
|
|
PART III Explaining and Reducing the Achievement Caps in Reading |
|
|
149 | (36) |
|
|
|
151 | (19) |
|
|
|
|
|
10 Summer Reading Loss Is the Basis of Almost All the Rich/Poor Reading Gap |
|
|
170 | (15) |
|
|
|
|
|
PART IV Contradictory Efforts and Commonalities in Attempts to Close the Gaps in Reading Achievement |
|
|
185 | (36) |
|
11 The Federal Effort: How Five Different and Sometimes Contradictory Efforts Have Been Made to Close the Achievement Gap |
|
|
187 | (13) |
|
|
|
|
|
12 Synthesis, Discussion, and Recommendations: What We Can Do to Advance Reading Achievement |
|
|
200 | (21) |
|
|
|
|
| Author Index |
|
221 | (8) |
| Subject Index |
|
229 | |
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 TexasSan Antonio, USA.
S. Jay Samuels is Professor Emeritus, Department of Educational Psychology, College of Education and Human Development, The University of MinnesotaTwin Cities, USA.
