The Achievement Gap in Reading: Complex Causes, Persistent Issues, Possible Solutions

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Rosalind Horowitz (The University of Texas—San Antonio, USA) S. Jay Samuels (The University of Minnesota—Twin Cities, USA)

The Achievement Gap in Reading

Complex Causes, Persistent Issues, Possible Solutions

Rosalind Horowitz (The University of Texas—San Antonio, USA), S. Jay Samuels (The University of Minnesota—Twin Cities, USA)

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English

Routledge
13 April 2017

Moral & social purpose of education; Educational strategies & policy; Teaching of a specific subject

In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life.

Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.

Edited by: Rosalind Horowitz (The University of Texas—San Antonio USA), S. Jay Samuels (The University of Minnesota—Twin Cities, USA)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm,
Weight: 498g
ISBN: 9781138018785
ISBN 10: 1138018783
Pages: 254
Publication Date: 13 April 2017
Audience: College/higher education , College/higher education , Primary , Primary
Format: Hardback
Publisher's Status: Active

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.