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- W3197130229 abstract "Our schools can do a better job of educating all of their students, especially students of poverty and minority students. The ability and will of ourcountry’s African-American students to read has long been a concern ofparents and educators. It seems that, although our knowledge has improved concerning the best methods to enhance literacy, we have most often failed especially those in the urban areas (Doughtery, 1997). Whetherthey lack the interest, opportunity, parental support, materials, or appropriate instruction, many of these students have failed to master the skillsneeded for success in literacy. At this point, the Matthew effect is established (Stanovich, 1986), and the students who can read, read more, buildfluency, improve their ability to comprehend, and, consequently, learnmore; those students who lack the needed literacy skills, read less, learnless, and may even lose the ability to perform any of the skills they had previously acquired." @default.
- W3197130229 created "2021-09-13" @default.
- W3197130229 creator A5062355855 @default.
- W3197130229 date "2003-12-08" @default.
- W3197130229 modified "2023-09-23" @default.
- W3197130229 title "Addressing the Literacy Needs of African-American Students and Their Teachers" @default.
- W3197130229 cites W346152267 @default.
- W3197130229 doi "https://doi.org/10.4324/9781410609472-26" @default.
- W3197130229 hasPublicationYear "2003" @default.
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