1st Edition
The Achievement Gap in Reading Complex Causes, Persistent Issues, Possible Solutions
Preface
Acknowledgments
Chapter 1. The Achievement Gap in Reading: Unique Historical and Future Perspectives
Rosalind Horowitz and S. Jay Samuels
Part I. Cases of Specific Demographics and Economics
Chapter 2. Poverty’s Powerful Effects on Reading Achievement and the Achievement Gap
David Berliner
Chapter 3. Creating Responsive Teachers of Hispanic and Bilingual Students Learning English
Robert Jiménez, Sam David, Mark Pacheco, Victoria J. Risko, Lisa Pray, Keenan Fagan, and Mark Gonzales
Chapter 4. Motivating and Instructing African American Students in Classrooms
John T. Guthrie and Angela McRae
Chapter 5. Closing the Reading Achievement Gap for Indigenous Children
Jay S. Blanchard and Kim Atwill
Part II. Conceptualizing and Measuring the Achievement Gaps in Reading
Chapter 6. Why the Achievement Gap?
Edmund W. Gordon and Paola C. Heincke
Chapter 7. Including Differences in Variability in Assessing the Achievement Gap in Reading
Michael Harwell
Chapter 8. International Brain Wars: Adolescent Reading Proficiency, Performance, and Achievement from a Competitive Global Perspective
Rosalind Horowitz
Part III. Explaining and Reducing the Achievement Gaps in Reading
Chapter 9. The Talk Gap
Terrance D. Paul and Jill Gilkerson
Chapter 10. Summer Reading Loss is the Basis of Almost all the Rich-Poor Reading Gap
Richard L. Allington and Anne McGill-Franzen
Part IV. Contradictory Efforts and Commonalities in Attempts to Close the Gaps in Reading Achievement
Chapter 11. The Federal Effort: How Five Different and Sometimes Contradictory Efforts have been made to Close the Achievement Gap
Richard Long and Alan Farstrup
Chapter 12. Synthesis, Discussion, and Recommendations: What We Can Do to Advance Reading Achievement
Rosalind Horowitz and S. Jay Samuels
List of Contributors
Author Index
Subject Index
Biography
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 Texas—San Antonio, USA.
S. Jay Samuels is Professor Emeritus, Department of Educational Psychology, College of Education and Human Development, The University of Minnesota—Twin Cities, USA.
