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Educating the Other America: Top Experts Tackle Poverty, Literacy and Achievement in Our Schools


Breaking the cycle of poverty by improving education and literacy: that's the ultimate goal of Educating the Other America. This trailblazing book from top experts brings together 30 of the biggest names in education to tackle the toughest challenges faced by the nearly 1 in 5 children who live below the poverty line- and offer fresh, cutting-edge ideas for closing the achievement gap. Readers will start with an in-depth, research-based understanding of children who fail to read not because of cognitive ...

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Breaking the cycle of poverty by improving education and literacy: that's the ultimate goal of Educating the Other America. This trailblazing book from top experts brings together 30 of the biggest names in education to tackle the toughest challenges faced by the nearly 1 in 5 children who live below the poverty line- and offer fresh, cutting-edge ideas for closing the achievement gap. Readers will start with an in-depth, research-based understanding of children who fail to read not because of cognitive impairment, but because of the complex effects of poverty. They'll explore the dramatic impact of poverty on children's literacy, school achievement, social success, physical health, and future economic well-being. Then readers will discover the practical benefits of the latest research and innovations in teaching and classroom design: creating rich multisensory classrooms that support students' health and learning applying Universal Design to engage all students and accommodate a wide range of learner needs using key research findings to shape instruction that helps promote higher achievement for English language learners exposing students to multimedia stories that incorporate motion, sound, and music to improve text understanding and vocabulary using results of the most recent studies to teach African American students effectively making the most of educational software to help improve children's reading outcomes turning shared book reading into a great accelerator of vocabulary development, comprehension, and other literacy skills Education professionals will also learn from the latest statistics and research projects on poverty, literacy, and achievement; explore the successes and limitations of current education reform efforts; and discover what work still needs to be done to create significant and lasting improvements. Representing the most creative new thinking from the best minds in education, this groundbreaking

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Editorial Reviews

Sharon Rosenkoetter

"Learning to read is one of the most complex challenges that any human confronts over the entire life course. Neuman and her colleagues capture that complexity and then point the way to reduce our national's tragic achievement disparities."
Professor of Urban Education, University of Illinois at Chicago - Timothy Shanahan
"A scholarly and provocative analysis of how American schools and American society must change to better protect its children."
Southern Methodist University - G. Reid Lyon
"Superb and engrossing . . . [brings] together science and compassion to forge a direction to follow in developing genuine solutions to poverty-driven underachievement."
Professor and Interim Chair, Department of Teaching and Learning, Vanderbilt University - David Dickinson
"Offers a unique mixture of perspectives, bringing together scholars who examine our society's literacy challenges from multiple disciplines . . . and present novel ways that technology may be recruited to support learning of children of all ages."
The Midwest Book Review
"Scholarly, complete and comprehensive…highly recommended reading for any school administrator or education professional."
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Product Details

  • ISBN-13: 9781557669063
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 8/1/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 416
  • Sales rank: 1,245,099
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.40 (d)

Meet the Author

Marilyn Jager Adams, Ph.D., is a cognitive and developmental psychologist who has devoted her career to research and applied work in the area of cognition and education. Dr. Adams's scholarly contributions include the book Beginning to Read: Thinking and Learning About Print (MIT Press, 1994). Among honors, she has received the American Educational Research Association's Sylvia Scribner Award and The International Dyslexia Association's Samuel Torrey Orton Award.

Dr. Adams chaired the planning committee for the National Academy of Sciences (1998) report Preventing Reading Difficulties in Young Children and has served since 1992 on the planning or steering committees for the National Assessment of Educational Progress (NAEP) in reading. She also developed a vocabulary assessment for the 2014 National Assessment of Adult Literacy (NAAL) and was on the development team for the Common Core State Standards for English Language Arts and Literacy.

Dr. Adams has authored a number of empirically validated classroom resources, including Odyssey: A Curriculum for Thinking (Charlesbridge Publishing, 1986), which was originally developed for barrio students in Venezuela; Phonemic Awareness in Young Children: A Classroom Curriculum (Paul H. Brookes Publishing Co., 1998) on language and literacy basics for emergent readers and students with special needs; Open Court's 1995 edition of Collection for Young Scholars, a program for reading, writing, and literacy development for elementary school students; and Scholastic's System 44 (2009) and iRead (2013), technology-based programs for building literacy foundations. She has also served on the advisory board for several of the Public Broadcasting System's educational programs including Sesame Street and Between the Lions, for which she was Senior Literacy Advisor.

Dr. Adams spent most of her career with the think tank Bolt Beranek & Newman (BBN Technologies-"Where Wizards Stay up Late") in Cambridge, Massachusetts. From 2000 to 2007, she was Chief Scientist at Soliloquy Learning, which she cofounded with the goal of harnessing automatic speech recognition for helping students learn to read and read to learn. She is currently a visiting scholar in the Cognitive, Linguistic, and Psychological Sciences Department at Brown University. She has two children: John, who is working toward a Ph.D. in social psychology, and Jocie, who is striving to be a musician. Her husband, Milton, is a rocket scientist at Massachusetts Institute of Technology's Charles Stark Draper Labs.

Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Health and Human Development (NICHD), Early Interventions for Children with Reading Problems. In addition to many chapters and journal articles on topics related to language and reading development, she is the editor of Reading Acquisition: Cultural Constraints and Cognitive Universals (Lawrence Erlbaum Associates, 1986). She is on the editorial board of Journal of Learning Disabilities and has guest edited special issues of Scientific Studies of Reading, Linguistics and Education and Journal of Learning Disabilities. Dr. Foorman has been actively involved in outreach to the schools and to the general public, having chaired Houston Independent School District's Committee on a Balanced Approach to Reading and having testified before the California and Texas legislatures and the Texas Board of Education Long-Range Planning Committee. Dr. Foorman is also a member of the National Academy of Sciences' Committee on the Prevention of Reading Difficulties in Young Children, the board of the Society for the Scientific Study of Reading, the Consortium on Reading Excellence (CORE), and severa

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Table of Contents

About the Editor

Introduction: The Mediating Mechanisms of the Effects of Poverty on Reading Achievement
Susan B. Neuman

I. Poverty and Its Consequences
Susan B. Neuman

  1. Childhood Poverty in Economic and Public Policy Contexts
    Sandra K. Danziger and Sheldon Danziger
  2. Childhood Poverty, Race, and Equal Opportunity
    Mary Corcoran
  3. How Childhood Poverty and Income Affect Children’s Cognitive Functioning and School Achievement
    Vonnie C. McLoyd and Kelly M. Purtell
  4. Poverty, Early Literacy Achievement, and Education Reform
    Julia Parkinson and Brian Rowan
  5. Literacy Achievement in the Primary Grades in High-Poverty Schools
    Louisa C. Moats and Barbara R. Foorman
  6. Social and Academic Achievement of Children and Youth in Urban, High-Poverty Neighborhoods
    Charles R. Greenwood
II. How Instruction Can Make a Difference
Susan B. Neuman
  1. Improving Achievement for English Language Learners
    Claude Goldenberg
  2. Effective Language Instruction for African American Children
    Holly Craig
  3. Shared Book Reading Interventions
    Deborah Simmons, Sharolyn Pollard-Durodola, Jorge Gonzalez, Matthew Davis, and Leslie Simmons
  4. Applying Universal Design for Learning with Children Living in Poverty
    David Rose and Gabrielle Rappolt-Schlichtmann
  5. The Dual Coding Theory
    Allan Paivio
  6. Success for All, Embedded Multimedia, and the Teaching–Learning Orchestra
    Robert Slavin, Nancy A. Madden, and Bette Chambers
III. How Technology Can Make a Difference
Susan B. Neuman
  1. Design Features in Living Books and Their Effects on Young Children’s Vocabulary
    Adriana G. Bus, Maria T. de Jong, Marian J.A.J. Verhallen, and Verna A.C. van der Kooy-Hofland
  2. The Limits of the Self-Teaching Hypotheses
    Marilyn Jager Adams
  3. Television and Learning
    Heather L. Kirkorian and Daniel R. Anderson
  4. Maximizing Informal Learning from Digital Technologies
    Sandra L. Calvert
  5. The Benefits of Going Green
    Kathleen Roskos
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