Publication Date: May 26, 2004
Series: Language and Literacy Series
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.
Dorothy S. Strickland is the Samuel DeWitt Proctor Professor of Education at Rutgers, the State University of New Jersey. Donna E. Alvermann is Distinguished Research Professor of Reading Education at the University of Georgia.
“As never before, closing the achievement gap is in everyone’s interest and the nation’s leaders know it….The pages of this volume both report and embody the type of work necessary to make the dream of achievement equality come true….I learned a lot from reading (this book) and I trust that you will too.”
—From the Foreword by Ronald F. Ferguson
“This accessible and highly readable volume challenges the claim that we don't know how to improve literacy teaching for middle-school and secondary students. It is time to put the knowledge represented here to work.”
—Catherine E. Snow, Harvard Graduate School of Education
“A superb array of inroads into adolescent literacy, this book is brimming with the best contemporary thinking. Across the spectrum, teachers and curriculum designers will find fuel for reforms and rejuvenation of their programs.”
—John T. Guthrie, University of Maryland
“ Bridging the Literacy Achievement Gap is a theoretically brilliant, immensely practical, and much-needed integration of research and practice about successful literacy development for older students. It will benefit teachers, school leaders, and researchers in their efforts to 'crack the code'-- and ultimately, most importantly, students themselves.”
Linda Darling-Hammond, Professor, School of Education, Stanford University