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Download full textShealey, Monika Williams – Journal of Urban Learning, Teaching, and Research, 2007
What constitutes effective reading instruction for urban and ethnically diverse learners has been the topic of a great deal of debate. Particularly, during this time of sweeping mandates and increased calls for accountability. The response from urban schools to The No Child Left Behind Act (NCLB) serves as the backdrop for this paper which will…
Descriptors: Reading Instruction, Instructional Effectiveness, Urban Schools, Urban Teaching
