Without a strong foundation in literacy, children are all too often denied access to a rich and diverse curriculum. Reading and writing are passports to achievement in many other curricular areas, and literacy education plays an important role in moving people out of poverty toward greater self-sufficiency post-graduation. Schools and home environments share responsibility for literacy skill development; in school, literacy equals the acquisition of reading and writing skills, but it is also a social practice key to social mobility. The achievement gap between low-income, middle-class, and upper middle-class students illustrates the power of socioeconomic factors outside school.
This book was originally published as two special issues of Reading & Writing Quarterly: Overcoming Learning Difficulties.
Nathalis G. Wamba is Associate Professor in the Department of Educational and Community Programs in the School of Education at Queens College, City University of New York, USA. He is co-author of Exit Narratives: Reflections of Four Retired Teachers (2010).
Praise for the previous edition:
“The organization of the text reflects the author’s intent, philosophy, and objectives . . . [Mertens] clearly presents approaches, descriptions, and many examples useful in conducting studies; she is to be commended for the thoroughness of her work.”
—Frank D. Adams, Wayne State College
“Excellent descriptions, definitions, examples, and narrative about social science theory and the various paradigms. Mertens’ use [of] a wide variety of social identities to provide her examples makes the text inclusive of a variety of diverse identities. It is also useful to see the differences between [research and evaluation] and to select methods appropriate to the intention of the inquiry.”
—Katrina L. Rodriguez, University of Northern Colorado