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001 on1460295592;

003 OCoLC;

005 20260722082027.0;

008 241010s2024 nyu b 001 0 eng ;

010 a| 2024046437;

019 a| 1425870689a| 1425870804;

020 a| 9780807786420q| (paperback);

020 a| 080778642X;

020 a| 9780807786437q| (hardcover);

020 a| 0807786438;

020 z| 9780807782750q| (ebook);

020 z| 0807782750q| ebook;

035 a| (Sirsi) 90104121755;

035 a| 90104121755;

035 a| (OCoLC)1460295592z| (OCoLC)1425870689z| (OCoLC)1425870804;

042 a| pcc;

050 00 a| LC4065b| .W35 2025;

082 00 a| 378.1/612| 23/eng/20241010;

100 1 a| Walker-Dalhouse, Doris,e| author.1| https://id.oclc.org/worldcat/entity/E39PCjvfJXp6Vcq9fVYbqW9xDq=| ^A1126838;

245 10 a| Equitable literacy instruction for students in poverty /c| Doris Walker-Dalhouse and Victoria J. Risko ; foreword by Eric Cooper ; Afterword by Paul C. Gorski.;

264 1 a| New York ;a| London :b| Teachers College Press,c| [2024];

300 a| xxii, 186 pages ;c| 23 cm.;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

490 1 a| Language and literacy series;

504 a| Includes bibliographical references and index.;

520 a| "Leading experts provide detailed guidance for enacting literacy instruction that will close opportunity gaps for students living in poverty. Classroom vignettes (K-8) demonstrate practices that address critical areas of the reading process and are responsive to students' racial, ethnic, cultural, gender, and linguistic assets"--c| Provided by publisher;

505 0 a| Students living in poverty -- Disrupting longstanding inequities that impede learning opportunities -- Supporting culturally relevant literacy instruction -- Supporting text comprehension -- Validating identities through authentic children's literature -- Recognizing and advancing multilingual literacies -- Teaching and learning with multimodal texts -- Addressing reading difficulties that students experience -- Addressing trauma that students experience -- Advancing teacher preparation and professional development -- Advocacy: Finding voice, creating change through advocacy -- Conclusion.;

650 0 a| Youth with social disabilitiesx| Education.=| ^A176739;

650 0 a| Literacyx| Study and teaching (Elementary)=| ^A47454;

650 0 a| Literacyx| Study and teaching (Middle school)=| ^A47454;

650 0 a| Low-income studentsx| Social conditions.=| ^A1012347;

650 0 a| Poor youthx| Education.=| ^A868589;

650 0 a| Educational equalization.=| ^A24637;

700 1 a| Risko, Victoria,e| author.1| https://id.oclc.org/worldcat/entity/E39PCjCvJtv8FQchRw9CjQxkpd=| ^A1124964;

700 1 a| Cooper, Eric J.,e| writer of foreword.1| https://id.oclc.org/worldcat/entity/E39PCjJ3vrWJX6Kt66xRJtqD4m=| ^A201745;

700 1 a| Gorski, Paul,e| writer of afterword.1| https://id.oclc.org/worldcat/entity/E39PCjwRQfV8WGtwTyC3RvhBmq=| ^A450086;

776 08 i| Online version:a| Walker-Dalhouse, Doris.t| Equitable literacy instruction for students in poverty.d| New York : Teachers College Press, [2025]z| 9780807782750w| (DLC) 2024046438;

830 0 a| Language and literacy series.=| ^A420206;

949 i| 30372017687895o| jjlm;

960 o| 1s| 39.95t| Joyner48u| JEDUz| USD;

596 a| 1;

998 a| 6722170;

999 a| LC4065 .W35 2025w| LCc| 1i| 30372017687895d| 5/18/2026e| 5/18/2026k| JNEWBOOKSl| JGESm| JOYNERr| Ms| Yt| JGESBKu| 5/18/2026x| BOOKz| JSTACKSo| .STAFF. jjlm;

Equitable literacy instruction for students in poverty / Doris Walker-Dalhouse and Victoria J. Risko ; foreword by Eric Cooper ; Afterword by Paul C. Gorski.

Author/creator	Walker-Dalhouse, Doris author.
Other author	Risko, Victoria, author.
Other author	Cooper, Eric J., writer of foreword.
Other author	Gorski, Paul, writer of afterword.
Format	Book
Publication	New York ; London : Teachers College Press, [2024]
Copyright Date	©2024
Description	xxii, 186 pages ; 23 cm.
Subjects	Youth with social disabilities--Education. Literacy--Study and teaching (Elementary). Literacy--Study and teaching (Middle school). Low-income students--Social conditions. Poor youth--Education. Educational equalization.

Series	Language and literacy series Language and literacy series. ^A420206
Contents	Students living in poverty -- Disrupting longstanding inequities that impede learning opportunities -- Supporting culturally relevant literacy instruction -- Supporting text comprehension -- Validating identities through authentic children's literature -- Recognizing and advancing multilingual literacies -- Teaching and learning with multimodal texts -- Addressing reading difficulties that students experience -- Addressing trauma that students experience -- Advancing teacher preparation and professional development -- Advocacy: Finding voice, creating change through advocacy -- Conclusion.
Abstract	"Leading experts provide detailed guidance for enacting literacy instruction that will close opportunity gaps for students living in poverty. Classroom vignettes (K-8) demonstrate practices that address critical areas of the reading process and are responsive to students' racial, ethnic, cultural, gender, and linguistic assets"-- Provided by publisher
Bibliography note	Includes bibliographical references and index.
Issued in other form	Online version: Walker-Dalhouse, Doris. Equitable literacy instruction for students in poverty. New York : Teachers College Press, [2025] 9780807782750
LCCN	2024046437
ISBN	9780807786420 (paperback)
ISBN	080778642X
ISBN	9780807786437 (hardcover)
ISBN	0807786438
ISBN	(ebook)
ISBN	ebook

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Equitable literacy instruction for students in poverty / Doris Walker-Dalhouse and Victoria J. Risko ; foreword by Eric Cooper ; Afterword by Paul C. Gorski.

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