Cover image for Bridging the literacy achievement gap, grades 4-12
Bridging the literacy achievement gap, grades 4-12
Strickland, Dorothy S.
Publication Information:
New York : Teachers College Press, [2004]

Physical Description:
ix, 294 pages: illustrations ; 25 cm.

Format :


Call Number
Material Type
Home Location
Item Holds
LB1631 .B7644 2004 Adult Non-Fiction Non-Fiction Area

On Order



This book addresses critical issues related to pre-adolescent and adolescent literacy learners with a focus on closing the achievement gap. Despite efforts by educators and policymakers during the past several decades, certain groups of students--primarily African American students, English language learners, and students from low-income homes--continue to underperform on commonly used measures of academic achievement. Too often, teachers and administrators lack both proper preparation and good ideas to confront these issues.

Author Notes

Dorothy S. Strickland is the Samuel DeWitt Proctor Professor of Education at Rutgers, the State University of New Jersey. Donna E. Alvermann is Distinguished Research Professor of Reading Education at the University of Georgia.

Reviews 1

Choice Review

This collection of articles is a valuable resource for those concerned with the literacy achievement of adolescents and preadolescents. The first of two sections addresses specific issues, possible solutions, and directions; the second presents reports of eight projects that have explored this issue through practitioner and researcher collaboration. The result is a highly practical and credible resource. Each program acknowledges the need to revitalize instruction, text materials, and time allocation. Each shares problems and successes experienced in addressing similar needs: the need for fluency, the need to understand content area vocabularies and their particular modes of discourse, the need to provide opportunities for meta-cognitive explorations of subject matter and written response to text, and the need to provide teaching strategies for teachers and reading strategies for students. Each program showed impressive gains in literacy achievement through an array of approaches that incorporated professional development, administration and community support, and student involvement. ^BSumming Up: Highly recommended. Teachers, administrators, researchers, and policy makers, as well as students at the undergraduate and graduate levels. R. Roth emerita, Rockhurst University