{"title":"Language \u0026 Literacy \/ K-12 Literacy","description":"","products":[{"product_id":"equitable-literacy-instruction-for-students-in-poverty_9780807786420","title":"Equitable Literacy Instruction for Students in Poverty","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003e“\u003c\/i\u003e\u003c\/b\u003e\u003cb\u003eEquitable Literacy Instruction for Students in Poverty\u003c\/b\u003e\u003cb\u003e\u003ci\u003e assembles the knowledge of respected researchers, practitioners, and school leaders about how to support successful literacy development for students living in poverty. It is a must-read for all who care about literacy, equity, and empowerment.” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e—Linda Darling-Hammond, president, Learning Policy Institute, and author of \u003c\/b\u003e\u003cb\u003e\u003ci\u003eThe Flat World and Education\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDifferences in performance between students living in poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. \u003cb\u003eWalker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. \u003c\/b\u003eSituating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty. Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students’ racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students’ strengths and needs; and go beyond short-term gains on high-stakes tests to support optimal and sustainable learning. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEquitable Literacy Instruction for Students in Poverty\u003c\/i\u003e \u003cb\u003efeatures vignettes from leading literacy scholars\u003c\/b\u003e, including Elizabeth Baker, Susan Cantrell, Jill Lewis Spector, Allison Skerrett, and Kelly Wissman. 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Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students’ racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students’ strengths and needs; and go beyond short-term gains on high-stakes tests to support optimal and sustainable learning. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEquitable Literacy Instruction for Students in Poverty\u003c\/i\u003e \u003cb\u003efeatures vignettes from leading literacy scholars\u003c\/b\u003e, including Elizabeth Baker, Susan Cantrell, Jill Lewis Spector, Allison Skerrett, and Kelly Wissman. 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