LEADER 00000cam a22006374a 4500 
001    ocm53078122  
003    OCoLC 
005    20200731044738.0 
008    030613s2005    deua     b    000 0 eng   
010      2003013528 
015    GBA3T8251|2bnb 
019    53389821 
020    0872075184 
020    9780872075184 
035    (OCoLC)53078122|z(OCoLC)53389821 
040    DLC|beng|cDLC|dBAKER|dBTCTA|dYDXCP|dAU@|dUKM|dUPM|dIG#
       |dYOM|dDEBBG|dBDX|dZID|dOCLCF|dOCLCO|dOCLCA|dOCLCQ|dNMC
       |dOCLCA|dOCLCQ|dPAU|dDLM 
042    pcc 
043    n-us--- 
049    STJJ 
050 00 LC5128.5|b.P76 2003 
082 00 372.4/09173/2|221 
084    5,3|2ssgn 
084    DV 2850|2rvk 
245 00 Promising practices for urban reading instruction /
       |cPamela A. Mason, Jeanne Shay Schumm, editors. 
260    Newark, Del. :|bInternational Reading Association,|c2003. 
300    xx, 552 pages :|billustrations ;|c24 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
504    Includes bibliographical references. 
505 00 |gRight 1.|tChildren have a right to appropriate early 
       reading instruction based on their individual needs --
       |gIntroduction /|rDolores B. Malcolm --|tGood Reading 
       Instruction Is More Important Than Who Provides the 
       Instruction or Where It Takes Place /|rWanda B. Hedrick 
       and Alice B. Pearish --|tTalking the Walk /|rMarjorie 
       Faulstich Orellana and Arcelia Hernández --|tEarly 
       Literacy for Inner-City Children : The Effects of Reading 
       and Writing Interventions in English and Spanish During 
       the Preschool Years /|rDavid B. Yaden, Jr. [and others] --
       |gRight 2.|tChildren have a right to reading instruction 
       that builds both the skill and the desire to read 
       increasingly complex materials --|gIntroduction /
       |rPatricia Ruggiano Schmidt --|tA Comparison of Innercity 
       Children's Interpretations of Reading and Writing 
       Instruction in the Early Grades in Skills-Based and Whole 
       Language Classrooms /|rKarin L. Dahl and Penny A. Freppon 
       --|tBreaking Down Barriers That Disenfranchise African 
       American Adolescent Readers in Low-Level Tracks /|rAlfred 
       W. Tatum --|gRight 3.|tChildren have a right to well-
       prepared teachers who keep their skills up to date through
       effective professional development --|gIntroduction /
       |rWilliam T. Hammond --|tCultural Attitudes Toward Reading
       : Implications for Teachers of ESL/Bilingual Readers /
       |rMary Lee Field and Jo Ann Aebersold --|tKnow Thyself and
       Understand Others /|rPatricia Ruggiano Schmidt --|gRight 
       4.|tChildren have a right to access a wide variety of 
       books and other reading material in classroom, school, and
       community libraries --|gIntroduction /|rBarbara J. Diamond
       --|t3.6 Minutes Per Day : The Scarcity of Informational 
       Texts in First Grade /|rNell K. Duke --|tAfrican American 
       Children's Literature That Helps Students Find Themselves 
       : Selection Guidelines for Grades K-3 /|rBena R. Hefflin 
       and Mary Alice Barksdale-Ladd --|gRight 5.|tChildren have 
       a right to reading assessment that identifies their 
       strengths as well as their needs and involves them in 
       making decisions about their own learning. 
505 00 |gIntroduction /|rJanette K. Klingner --|tThe Evils of the
       Use of IQ Tests to Define Learning Disabilities in First- 
       and Second-Language Learners /|rLee Gunderson and Linda S.
       Siegel --|tThree Paradigms of Assessment : Measurement, 
       Procedure, and Inquiry /|rFrank Serafini --|gRight 6.
       |tChildren who are struggling with reading have a right to
       receive intensive instruction from professionals 
       specifically prepared to teach reading --|gIntroduction /
       |rDavid Hernandez III --|tFinding the Keys to Educational 
       Progress in Urban Youth : Three Case Studies /|rSusan 
       Babbitt and Maureen Byrne --|tThe Role of the Reading 
       Specialist : A Review of Research /|rDiana J. Quatroche, 
       Rita M. Bean, and Rebecca L. Hamilton --|gRight 7.
       |tChildren have a right to reading instruction that 
       involves parents and communities in their academic lives -
       -|gIntroduction /|rPatricia A. Edwards --|tMaking Kids 
       Winners : New Perspectives About Literacy From Urban 
       Elementary School Principals /|rJennifer C. Danridge, 
       Patricia A. Edwards, and Heather M. Pleasants --|tStopping
       the Silence : Hearing Parents' Voices in an Urban First-
       Grade Family Literacy Program /|rRobert J. Nistler and 
       Angela Maiers --|gRight 8.|tChildren have the right to 
       reading instruction that makes meaningful use of their 
       first language skills --|gIntroduction /|rRobert S. Rueda 
       --|tReading as Situated Language : A Sociocognitive 
       Perspective /|rJames Paul Gee --|tVoices of the Teenage 
       Diasporas /|rLee Gunderson --|tPositioning in a Middle 
       School Culture : Gender, Race, Social Class, and Power /
       |rDonna Mahar --|gRight 9.|tChildren have a right to equal
       access to the technology used for the improvement of 
       reading instruction --|gIntroduction /|rPaola Pilonieta 
       and William E. Blanton --|tThe Effects of Concurrent 
       Classroom and Home Instructional Video-Game Use on Student
       Achievement : A Preliminary Study /|rJay Blanchard, John 
       Behrens, and Gary Anderson --|tInternet Workshop : Making 
       Time for L. Internet Workshop : Making Time for Literacy /
       |rDonald J. Leu, Jr. --|tThe Miss Rumphius Effect : 
       Envisionments for Literacy and Learning That Transform the
       Internet. 
505 00 |rDonald J. Leu, Jr., Rachel A. Karchmer, and Deborah 
       Diadiun Leu --|gRight 10.|tChildren have a right to 
       classrooms that optimize learning opportunities --
       |gIntroduction /|rJeanne R. Paratore --|t"If You Can Pass 
       Momma's Tests, Then She Knows You're Getting Your 
       Education" : A Case Study of Support for Literacy Learning
       Within an African American Family /|rJames F. Baumann and 
       Deborah Thomas --|tFamily and Community Involvement : The 
       Bedrock of Reading Success /|rRobert B. Cooter, Jr. [and 
       others] --|tReaching Out to a Diversity of Learners : 
       Innovative Educators Need Substantial Support /|rJoseph 
       Sanacore --|gAfterword /|rJennifer D. Turner and Youb Kim 
       --|gAppendix A.|tThe International Reading Association's 
       Involvement in Urban Education /|rCarmelita K. Williams 
       and Richard Long --|gAppendix B.|tAnnotated Bibliography 
       of IRA Resources Related to Urban Literacy /|rLina 
       Chiappone --|gAppendix C.|tSelected Urban Education 
       Websites /|rWilliam T. Hammond. 
520    Articles framed around the 10 literacy rights of children.
650  0 City children|xEducation|zUnited States. 
650  0 Reading|zUnited States. 
650  0 City children|xBooks and reading|zUnited States. 
650  0 Education, Urban|xSocial aspects|zUnited States. 
650  7 City children|xBooks and reading.|2fast
       |0(OCoLC)fst01766864 
650  7 City children|xEducation.|2fast|0(OCoLC)fst00862108 
650  7 Education, Urban|xSocial aspects.|2fast
       |0(OCoLC)fst00903320 
650  7 Reading.|2fast|0(OCoLC)fst01090626 
650  7 Leseunterricht|2gnd|0(DE-588)4035448-9 
650  7 Stadtkind|2gnd|0(DE-588)4138941-4 
651  7 United States.|2fast|0(OCoLC)fst01204155 
651  7 United States.|2swd 
700 1  Mason, Pamela A. 
700 1  Schumm, Jeanne Shay,|d1947- 
710 2  International Reading Association. 
856 41 |3Table of contents|uhttp://www.loc.gov/catdir/toc/ecip045
       /2003013528.html 
994    C0|bSTJ