This collection of original and previously published articles fills a critical need for professional literature that documents successful research-based practices and programs that teach African American children to read. Thoughtful commentary on historic and current issues, discussion of research-based best practices, and examples of culturally appropriate instruction help educators identify best practices and consider the significance of culture in the teaching-learning process. The Table of Contents is organized as follows:"Contributors"; and the "Introduction" (Bill Hammond, Mary Eleanor Rhodes Hoover, Irving Pressley McPhail); Part I: Theoretical Foundations, contains the following Chapters: (1) Chapter 1: "On Literacy and Liberation: The African American Experience" (Irving Pressley McPhail); and (2) Chapter 2: "Pedagogy in Ancient Kemet" (Asa G. Hilliard III). Part II: Reading Methodologies,contains (3) Chapter 3: "Effective Schools for the Urban Poor" (Ronald Edmonds); (4) Chapter 4: "Using a Black Learning Style" (George O. Cureton); (5) Chapter 5: "Characteristics of Black Schools at Grade Level Revisited (Mary Eleanor Rhodes Hoover); (6) Chapter 6: "Bennett-Kew School: One School's Turnaround in Academic Achievement" (Nancy Ichinaga); (7) Chapter 7: "A Critique of George Weber's Study: Inner City Children Can Be Taught to Read: Four Successful Schools" (Irving Pressley McPhail); (8) Chapter 8: "Using Multicultural Literature to Create Guided Reading Connections for African American Learners" (Linda B. Akanbi); (9) Chapter 9: "Working Together for Literacy: Faces of Hope" (Rudine Sims Bishop); (10) Chapter 10: "Improving the Reading Comprehension Skills of Urban Students: One High School's Success Story" (E. R. Marnell, Sr., Bill Hammond); (11) Chapter 11: "Reading Comprehension Strategies for Struggling Middle School Learners" (Charlotte Rose Sadler);and (12) Chapter 12: Educating African American Learners at Risk: Finding a Better Way (Dorothy S. Strickland). Part III: Cultural Considerations contains:(13) Chapter 13: "Ebonics and Culturally Responsive Instruction: What Should Teachers Do?" (Lisa Delpit); (14) Chapter 14: "Building Blocks for Literacy Development: Oral Language" (Kelli-Harris-Wright); (15) Chapter 15: "Acknowledging the Language of African American Students: Instruction That Works" (Sharroky Hollie); (16) Chapter 16: "Afro-American Cognitive Style: A Variable in School Success? (Barbara J. Shade); (17) Chapter 17: "Literacy Development in the Primary Grades: Promoting a Self-Sustaining Learning Community Among Teachers" (Etta R. Hollins, Linda R. McIntyre; Charles E. DeBose, Kimberly S. Hollins, Arthurlene G. Towner); (18) Chapter 18: "Reading Linguistic Features: Middle School Students' Response to the African American Literary Tradition" (Wanda M. Brooks);and (19) Chapter 19: "A Culturally Based Cognitive Apprenticeship: Teaching African American High School Students Skills in Literary Interpretation" (Carol D. Lee). Part IV: Assessment Issues includes: (20) Chapter 20: "Bias in Reading, Achievement, and Admission Tests for Black and Other Bidialectal Students: A Sociolinguistic, Cultural, and Political Perspective" (Mary Eleanor Rhodes Hoover, Robert L. Politzer, Orlando Taylor); (21) Chapter 21: Practice Guidelines for the Assessment of the African American Child (California Speech-Language-Hearing Association Task Force on the Assessment of the African American Child); "Epilogue" (Mary Eleanor Rhodes Hoover); "Author Index"; and "Subject Index."