Table of Contents

Introduction; Chapter 1: Literacy Development in Black Adolescent Males; Chapter 2: Turmoil and the Promise of Reading; Chapter 3: Black Males and the Reading Achievement Gap; Chapter 4: Reconceptualizing the Role of Literacy Instruction; Chapter 5: Structuring Curriculum Orientations that Empower Students; Chapter 6: A Culturally Responsive Approach to Literacy Teaching; Chapter 7: Using a Comprehensive Framework; Chapter 8: Discussing Texts; Chapter 9: Strengthening The Assessment Profile; Chapter 10: Establishing A Professional-Development Community; Chapter 11: Conducting Teacher Inquiries

About the Author

Alfred W. Tatum teaches at the University of Illinois, Chicago. Previously he was an assistant Professor in the Department of Literacy Education at Northern Illinois University, and an assistant professor of reading in the Department of Curriculum and Instruction at the University of Maryland. He began his career as an middle-school teacher on the south side of Chicago. Alfred has provided professional development support in schools across the United States, and has published in several journals including The Reading Teacher, the Journal of Adolescent & Adult Literacy, the Illinois Reading Council Journal, the Journal of College Reading and Learning, and Principal Leadership.