Delivering what urban readers need

Educational Leadership

Volumn 65, Issue 2, 2007, Pages 56-61

  Musti Rao, Shobana ^a   Cartledge, Gwendolyn ^a,b  

^a UNIVERSITY OF CINCINNATI   (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35549011864     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (14)

1. Al-Hassan, S. (2006). Academic proficiency through peer tutoring. In G. Cartledge & Y. Lo (Eds.), Teaching urban learners: Culturally responsive strategies for developing academic and behavioral competence (pp. 63-79). Champaign, IL: Research Press.
2. Boykin, A. W., Tyler, K. M., Watkins-Lewis, K., & Kizzie, K. (2006). Culture in the sanctioned classroom practices of elementary school teachers serving low-income African American students. Journal of Education for Students Placed At Risk, 11, 161-173.
3. Bursuck, W. D., & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston: Pearson/Allyn and Bacon.
4. Garcia, S. B., & Ortiz, A. A. (2006). Preventing disproportionate representations: Culturally and linguistically responsive prereferral interventions. Teaching Exceptional Children, 38(4), 64-68.
5. Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for Development of Educational Achievement.
6. Heward, W. L. (2006). Exceptional children: An introduction to special education (8th ed.). Upper Saddle River, NJ: Prentice Hall.
7. Lambert, M. C., Cartledge, G., Lo, Y., & Heward, W. L. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade students in an urban school. Journal of Positive Behavior Interventions, 8, 88-99.
8. Musti-Rao, S., & Cartledge, G. (in press). Effects of a supplemental early reading intervention with at-risk urban learners. Topics in Early Childhood Special Education.
9. National Center for Education Statistics. (2001). The National Assessment of Educational Progress (NAEP). Washington, DC: Institute of Education Sciences, U.S. Department of Education. Available: http://nces.ed.gov/nationsreportcard/
10. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
11. Simmons, D. C., & Kame'enui, E. J. (2003). Scott Foresman Early Reading Intervention. Glenview, IL: Scott Foresman.
12. Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317-342.
13. Talbert-Johnson, C. (2004). Structural inequities and the achievement gap in urban schools. Education and Urban Society, 37(1), 22-36.
14. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). CTOPP: Comprehensive Test of Phonological Processing. Austin, TX: ProEd.