Counting the Uncounted: African American Students in Reading Recovery

Autor/in	Compton-Lilly, Catherine
Titel	Counting the Uncounted: African American Students in Reading Recovery
Quelle	In: Journal of Early Childhood Literacy, 11 (2011) 1, S.3-24 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798410384775
Schlagwörter	African American Students; African American Children; Racial Differences; Racial Bias; Access to Education; Social Theories; Educational Methods; Context Effect; Educational Policy; Social Influences; Political Issues; Program Effectiveness; Reading Programs; Equal Education; Grade 1; Elementary School Students; Reading Skills; White Students; Low Income Groups; Reading Strategies + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Child; Children; Kind; Kinder; Rassenunterschied; Racial discrimination; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Gesellschaftstheorie; Educational method; Erziehungsmethode; Politics of education; Bildungspolitik; Sozialer Einfluss; Politischer Faktor; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik
Abstract	This article examines Reading Recovery as a microcosm for issues related to race and access. Tenets of critical race theory are presented to explore how racial biases are systemic in our ways of being, teaching, and conducting research. Specifically, I present data for African American children involved in Reading Recovery in one Midwestern American city and explore contextual factors and policies related to both Reading Recovery and the sociopolitical context in which children live that affect their ability to benefit from the program. The article ends with a set of conclusions related to how well African American children are served by Reading Recovery. (Contains 12 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10