Raising Literacy Achievement in High-Poverty Schools: An Evidence-Based Approach

by Eithne Kennedy

Overview

This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children’s motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.

Product Details

ISBN-13:	9781138286566
Publisher:	Taylor & Francis
Publication date:	11/16/2016
Series:	Routledge Research in Education
Pages:	324
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Eithne Kennedy is a teacher educator specialising in literacy education at St. Patrick’s College, Drumcondra, Dublin, where she teaches on a range of literacy courses at under-graduate and post-graduate levels.

Table of Contents

1. Introduction 2. Evidence-Based Professional Development 3. Effective Schools and Effective Teachers of Literacy 4. Current Research on Literacy 5. School and Classroom Context 6. The Change Process 7. Impact on the Teaching of Reading 8. Impact on the Pedagogy of Writing 9. Perceptions of Affective Changes in the Children 10. Impact on Teachers and School Community 11. Changes in Achievement 12. Raising Literacy Achievement: Lessons from the Research

Editorial Reviews

'Kennedy has produced one of those rare things: a book that deserves equally to be read by researchers, practitioners, managers, policy makers, and teacher educators. It is both scholarly and pragmatic, it is beautifully written and offers importnant and timely lessons for each of thee core groups. I would urge everyone to read it.'- Sue Ellis, University of Strathclyde, Literacy UKLA

From the Publisher