ERIC Number: ED488783
Record Type: Non-Journal
Publication Date: 2005
Teaching African American Learners to Read: Perspectives and Practices
Hammond, Bill, Ed.; Hoover, Mary Eleanor Rhodes, Ed.; McPhail, Irving Pressley, Ed.
International Reading Association (NJ3)
This collection of original and previously published articles fills a critical need for professional literature that documents successful research-based practices and programs that teach African American children to read. Thoughtful commentary on historic and current issues, discussion of research-based best practices, and examples of culturally appropriate instruction help educators identify best practices and consider the significance of culture in the teaching-learning process. The Table of Contents is organized as follows:"Contributors"; and the "Introduction" (Bill Hammond, Mary Eleanor Rhodes Hoover, Irving Pressley McPhail); Part I: Theoretical Foundations, contains the following Chapters: (1) Chapter 1: "On Literacy and Liberation: The African American Experience" (Irving Pressley McPhail); and (2) Chapter 2: "Pedagogy in Ancient Kemet" (Asa G. Hilliard III). Part II: Reading Methodologies,contains (3) Chapter 3: "Effective Schools for the Urban Poor" (Ronald Edmonds); (4) Chapter 4: "Using a Black Learning Style" (George O. Cureton); (5) Chapter 5: "Characteristics of Black Schools at Grade Level Revisited (Mary Eleanor Rhodes Hoover); (6) Chapter 6: "Bennett-Kew School: One School's Turnaround in Academic Achievement" (Nancy Ichinaga); (7) Chapter 7: "A Critique of George Weber's Study: Inner City Children Can Be Taught to Read: Four Successful Schools" (Irving Pressley McPhail); (8) Chapter 8: "Using Multicultural Literature to Create Guided Reading Connections for African American Learners" (Linda B. Akanbi); (9) Chapter 9: "Working Together for Literacy: Faces of Hope" (Rudine Sims Bishop); (10) Chapter 10: "Improving the Reading Comprehension Skills of Urban Students: One High School's Success Story" (E. R. Marnell, Sr., Bill Hammond); (11) Chapter 11: "Reading Comprehension Strategies for Struggling Middle School Learners" (Charlotte Rose Sadler);and (12) Chapter 12: Educating African American Learners at Risk: Finding a Better Way (Dorothy S. Strickland). Part III: Cultural Considerations contains:(13) Chapter 13: "Ebonics and Culturally Responsive Instruction: What Should Teachers Do?" (Lisa Delpit); (14) Chapter 14: "Building Blocks for Literacy Development: Oral Language" (Kelli-Harris-Wright); (15) Chapter 15: "Acknowledging the Language of African American Students: Instruction That Works" (Sharroky Hollie); (16) Chapter 16: "Afro-American Cognitive Style: A Variable in School Success? (Barbara J. Shade); (17) Chapter 17: "Literacy Development in the Primary Grades: Promoting a Self-Sustaining Learning Community Among Teachers" (Etta R. Hollins, Linda R. McIntyre; Charles E. DeBose, Kimberly S. Hollins, Arthurlene G. Towner); (18) Chapter 18: "Reading Linguistic Features: Middle School Students' Response to the African American Literary Tradition" (Wanda M. Brooks);and (19) Chapter 19: "A Culturally Based Cognitive Apprenticeship: Teaching African American High School Students Skills in Literary Interpretation" (Carol D. Lee). Part IV: Assessment Issues includes: (20) Chapter 20: "Bias in Reading, Achievement, and Admission Tests for Black and Other Bidialectal Students: A Sociolinguistic, Cultural, and Political Perspective" (Mary Eleanor Rhodes Hoover, Robert L. Politzer, Orlando Taylor); (21) Chapter 21: Practice Guidelines for the Assessment of the African American Child (California Speech-Language-Hearing Association Task Force on the Assessment of the African American Child); "Epilogue" (Mary Eleanor Rhodes Hoover); "Author Index"; and "Subject Index."
Descriptors: Teaching Methods, Cognitive Style, African American Children, Urban Schools, Reading Comprehension, Reading Instruction, Academic Achievement, Test Bias, Institutional Characteristics, Oral Language, Culturally Relevant Education
International Reading Association, Headquarters Office, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Publication Type: Books
Education Level: N/A
Authoring Institution: N/A