This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children’s motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.
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Eithne Kennedy is a teacher educator specialising in literacy education at St. Patrick’s College, Drumcondra, Dublin, where she teaches on a range of literacy courses at under-graduate and post-graduate levels.Review:
'Kennedy has produced one of those rare things: a book that deserves equally to be read by researchers, practitioners, managers, policy makers, and teacher educators. It is both scholarly and pragmatic, it is beautifully written and offers importnant and timely lessons for each of thee core groups. I would urge everyone to read it.'- Sue Ellis, University of Strathclyde, Literacy UKLA
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Book Description Routledge, 2014. Hardcover. Book Condition: New. book. Bookseller Inventory # M0415540046
Book Description Routledge, 2014. Hardcover. Book Condition: New. Never used!. Bookseller Inventory # P110415540046
Book Description Routledge, 2014. Hardback. Book Condition: NEW. 9780415540049 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. For all enquiries, please contact Herb Tandree Philosophy Books directly - customer service is our primary goal. Bookseller Inventory # HTANDREE0503382
Book Description Routledge, 2014. Hardcover. Book Condition: Brand New. 1st edition. 324 pages. 9.00x6.25x1.00 inches. In Stock. Bookseller Inventory # __0415540046