1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

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Preventing reading difficulties in young children

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

This paper considers how identity, a person's sense of self, affects economic outcomes. We incorporate the psychology and sociology of identity into an economic model of behavior. In the utility function we propose, identity is associated with different social categories and how people in these categories should behave. We then construct a simple game-theoretic model showing how identity can affect individual interactions. The paper adapts these models to gender discrimination in the workplace, the economics of poverty and social exclusion, and the household division of labor. In each case, the inclusion of identity substantively changes conclusions of previous economic analysis.

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Economics and Identity

The goal of this chapter goal is to map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies. The chapter focuses primarily on the past 10 years and creates "spatial" markers based on the view of significant features in the literature. Some of these markers are whiteness as property, counternarrative, and interest convergence. Others are newly-represented such as microaggressions, intersectionality, and research methods. From the perspective of far too many students of color in schools, we are STILL not saved. While the chapter outlines several recommendations for CRT scholarship to move forward, perhaps the most important recommendation is to collectively seek to ensure that CRT becomes more than an intellectual movement.

Toward a Critical Race Theory of Education.

Preface 1. Why a global language? 2. Why English? The historical context 3. Why English? The cultural foundation 4. Why English? The cultural legacy 5. The future of global English References Index List of tables.

English as a Global Language

/pdf/other-people-s-children-cultural-conflict-in-the-classroom-5366gcuv8l.pdf

Other People's Children: Cultural Conflict in the Classroom

Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, Pennsylvania, February 5-6, 1988.

The Silenced Dialogue : Power and Pedagogy in Educating Other People’s Children

Ovuh Dyuh / Joanne Kilgour Dowdy -- Ebonics : a case history / Ernie Smith -- No kinda sense / Lisa Delpit -- Trilingualism / Judith Baker -- Some basic sociolinguistic concepts / Michael Stubbs -- Language, culture, and the assessment of African American children / Asa G. Hilliard III -- I ain't writin' nuttin' : permissions to fail and demands to succeed in urban classrooms / Gloria J. Ladson-Billings -- "...as soon as she opened her mouth!" : issues of language, literacy, and power / Victoria Purcell-Gates -- Topsy-turvies : teacher talk and student talk / Herbert Kohl -- Toward a national public policy on language / Geneva Smitherman -- The clash of "common senses" : two African American women become teachers / Shuaib Meacham -- "We don't talk right. You ask him." / Joan Wynne -- Appendix : Linguistic Society of America resolution on the Oakland "ebonics" issue.

The Skin That We Speak : Thoughts on Language and Culture in the Classroom

In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.

Lisa D. Delpit

Papers

Other People's Children: Cultural Conflict in the Classroom

The Silenced Dialogue : Power and Pedagogy in Educating Other People’s Children

The Skin That We Speak : Thoughts on Language and Culture in the Classroom

Skills and Other Dilemmas of a Progressive Black Educator.

The Real Ebonics Debate: Power, Language, and the Education of African-American Children