Closing the Literacy Gap Accelerating the Progress of Underperforming Students

Packed with practical tools, this book provides K-6 educators with a research-based framework for accelerating the reading and writing growth of underperforming students. Strategies and resources are included for building foundational skills, comprehension, and vocabulary; engaging students with independent reading and periodicals; developing writing; and implementing tutoring and other extra supports. The book gives special attention to helping those most affected by the literacy gap--Black and Latinx students, students living in poverty, and students with reading disabilities. It describes dozens of high-quality intervention programs, assessments, activities, and materials, many of which can be accessed for free at the companion website. Reproducible forms and handouts can be downloaded and printed in a convenient 8 1/2" x 11" size.

1. Catching Up 2. Building Foundational Skills to Accelerate Progress 3. Instruction in Foundational Skills and Understandings 4. Boosting Students Basic Reading Levels 5. Using Extensive Independent Reading to Accelerate Literacy 6. Using the Magic of Periodicals to Accelerate Progress 7. Providing Extra Time 8. Using Tutoring to Accelerate Progress 9. Using Comprehension Strategies and Graphic Organizers to Accelerate and Deepen Learning 10. Accelerating Vocabulary Growth 11. Using Writing to Close the Gap 12. Helping Those Most Affected by the Literacy Gap 13. Taking Steps to Accelerate Literacy Progress and Close the Gap References Childrens Literature Index

Thomas G. Gunning, EdD, is Professor Emeritus of Reading at Southern Connecticut State University, where he served as Director of the Reading Clinic. Dr. Gunning has taught at all levels and has been a reading specialist and consultant in inner-city schools in Philadelphia and Hartford. He is the author of more than a dozen books on literacy and several intervention programs for struggling readers. Dr. Gunning has conducted research in foundational skills, decoding strategies, readability, and comprehension. He has a special interest in working with underperforming readers, especially those who have significant difficulty learning foundational skills.