Literacy development of students in urban schools : research and policy / James Flood, Patricia L. Anders, editors.

Includes bibliographical references and indexes.

Machine derived contents note: Contents
Foreword
Lesley Mandel Morrow
Preface
James Flood and Patricia L. Anders
Contributors
Section I
The Human Contexts of Literacy Development in Urban Schools: Poverty, School Violence, and Health Concerns
Chapter 1
Poverty and Student Achievement: A Hopeful Review
Jane Hannaway
Chapter 2
Poverty and Achievement: A Response to Jane Hannaway
Rita M. Bean
Chapter 3
The Effects of Health and Social Welfare Factors on Literacy Development in Urban Schools
Joy G. Dryfoos
Chapter 4
Health and Social Welfare Factors on Literacy Development: Implications for Teachers and Teacher Preparation: A Response to Joy Dryfoos
MaryEllen Vogt
Chapter 5
Violence as a Factor in the Lives of Urban Youth
Douglas Fisher, Jennifer E. Obidah, Mary Helen Pelton, and Jack Campana
Chapter 6
Violence in the Lives of Urban Youth: A Response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana
Victoria Chou and Esther Mosak
Chapter 7
School Programs Family and Community Involvement in Children's Reading and Literacy Development Across the Grades
Steven B. Sheldon and Joyce L. Epstein
Chapter 8
Family and Community Involvement in Children's Reading and Literacy Development: A Response to Steven Sheldon and Joyce Epstein
Jeanne R. Paratore
Section II
School Contexts of Literacy Development in Urban Settings: Curriculum, Students, and Teachers
Chapter 9
Exemplary Reading Instruction in the Elementary School: How Reading Develops-How Students Learn and Teachers Teach
Diane Lapp and James Flood
Chapter 10
Examining Exemplary Reading Instruction in Urban Settings: Implications for Teachers and the Students They Teach: A Response to Diane Lapp and James Flood
Doris Walker-Dalhouse
Chapter 11
Exemplary Literacy Instruction in Grades 7-12: What Counts and Who's Counting?
Donna E. Alvermann
Chapter 12
Let's Not Minimize the "Big L" in Adolescent Literacy: A Response to Donna Alvermann
Richard T. Vacca
Chapter 13
Professional Preparation and Development of Teachers in Literacy Instruction for Urban Settings
Virginia Richardson and Patricia L. Anders
Chapter 14
The Importance of Professional Development to Unlock the Potential of Students in Urban Settings: A Response to Virginia Richardson and Patricia Anders
Eric J. Cooper and Yvette Jackson
Chapter 15
Culture and Language: Bidialectical Issues in Literacy
Carol D. Lee
Chapter 16
Dialects, Society, and Schools: A Response to Carol Lee
Arnetha F. Ball
Chapter 17
The Persistence of Inequality: English-Language Learners and Educational Reform
Kris D. Gutiřrez
Chapter 18
English-Language Learners and Educational Reform: A Response to Kris Gutiřrez
Robert Rueda
Chapter 19
Overrepresentation of Culturally and Linguistically Diverse Students in Special Education in Urban Schools: A Research Synthesis
Cheryl A. Utley, Festus E. Obiakor, and Elizabeth B. Kozleski
Chapter 20
Overrepresentation of Culturally and Linguistically Diverse Students in Special Education: A Loss of Equity, Excellence, and Expectations: A Response to Cheryl Utley, Festus Obiakor, and Elizabeth Kozleski
Victoria J. Risko
Section III
Political and Organizational Contexts of Literacy Development in Urban Schools: Local and State Concerns
Chapter 21
High Performance in High-Poverty Schools: 90/​90/​90 and Beyond
Douglas B. Reeves
Chapter 22
The Seduction of Simple Solutions: A Response to Douglas Reeves
Donna Ogle
Chapter 23
A Rhetoric for School Reform
Charles Taylor Kerchner
Chapter 24
Should We Close the Book on School Reform? A Response to Charles Taylor Kerchner
Timothy V. Rasinski
Chapter 25
State Policy and Its Impact on Urban Reading Programs
Virginia Roach
Chapter 26
Delivering Strong Urban Reading Programs in the Current Policy Environment: Reinvent, Circumvent, or Just Plain Vent? A Response to Virginia Roach
Cathy M. Roller
Author Index
Subject Index.

Synthesizes research on various topics and links it to literacy instruction - including implications for local, state, and national policy - to help you build literacy instruction around your school's own goals, teachers' experiences, and students' needs. This collection is useful for teachers, administrators, and policymakers in urban schools.