Literacy Development of Students in Urban Schools

Foreword
Lesley Mandel Morrow

Preface
James Flood, 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 C. Dryfoos

Chapter 4
The Effects of Health and Social Welfare Factors on Literacy Development in Urban Schools: 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, Jack Campana

Chapter 6
Violence as a Factor in the Lives of Urban Youth: A Response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana
Victoria Chou, Esther Mosak

Chapter 7
School Programs of Family and Community Involvement to Support Children's Reading and Literacy Development Across the Grades
Steven B. Sheldon, Joyce L. Epstein

Chapter 8
School Programs of Family and Community Involvement to Support Children's Reading and Literacy Development Across the Grades: 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 How Teachers Teach
Diane Lapp, 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, Patricia L. Anders   FREE!

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, Yvette Jackson   FREE!

Chapter 15
Culture and Language: Bidialectical Issues in Literacy
Carol D. Lee

Chapter 16
Culture and Language: Bidialectical Issues in Literacy: A Response to Carol Lee
Arnetha F. Ball

Chapter 17
The Persistence of Inequality: English-Language Learners and Educational Reform
Kris D. Gutiérrez

Chapter 18
Culture, Context, and Diversity: A Perspective on Urban School Reform: A Response to Kris Gutiérrez
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, Elizabeth B. Kozleski

Chapter 20
A Loss of Equity, Excellence, and Expectations Through Overrepresentation of Culturally and Linguistically Diverse Students in Special Education: 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