This engaging book offers new insights and information on why students in high-poverty schools struggle with literacy achievement and what specific factors promote success. Findings from a unique study are translated into clear recommendations for enriching the classroom environment at different grade levels and helping all children, including English language learners, become highly skilled readers and writers. Packed with compelling observations and data, the book illustrates the realities of day-to-day life in the classroom, provides snapshots of exemplary instructional practices, and emphasizes the key role of teacher-student interactions in overcoming barriers to learning.

1.Learning from fsudents over time 2.Looking at students'literacy learning 3.Learning from teachers 4.Widening the lens:multiple perspectives on teaching and learning 5.Conundrums and discoveries along the way

Diane M. Barone, EdD, is Professor in the Department of Educational Specialties at the University of Nevada, Reno, where she teaches courses in literacy and qualitative research methods. Her research has focused primarily on young children's literacy development, particularly in high-poverty schools. She has conducted two longitudinal studies of literacy development: a 4-year study of children exposed prenatally to crack/cocaine, and a 7-year study of children in a high-poverty school. Her publications include journal articles, book chapters, and a number of books. Dr. Barone served for 8 years as the Editor of Reading Research Quarterly, and is currently a board member of the National Reading Conference and the International Reading Association, as well as the principal investigator of the Reading First grant in Nevada.

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