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CSHA 2009 Poverty Short Course
Resources
Fowler, W., Ogston, K., Roberts-Fiati, G., & Wenson, A. (1995). Patterns of giftedness and high competence in high school students educationally enriched in infancy: Variation across educational and racial/ethnic backgrounds. Gifted and Talented International, 10, 31-36.
Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Co.
www.brookespublishing.comHaberman, M.(1995). Star teachers of children in poverty. Indianapolis, IN: Kappa Delta Pi.
Call Kappa Delta Pi International Headquarters (800) 284-3167Justice, L.M., & Ezell, H.K. (2001). Written language awareness in preschool children from low-income households: A descriptive analysis. Communication Disorders Quarterly, 22(3), 123-134.
www.proedinc.comNittrouer, S. (1996). The relation between speech perception and phonemic awareness: Evidence from low-SES children and children with chronic OM. Journal of Speech-Language-Hearing Research, 39(5), 1059-1070.
Payne, R. (2001). A framework for understanding poverty.
Roseberry-McKibbin, C. (2000). Multicultural matters: The culture of poverty. Communication Disorders Quarterly 21(4), 242-245.Rosebery-McKibbin, C. (2008). Increasing language skills of students from low-income backgrounds: Practical strategies for professionals. San Diego: Plural Publishing, Inc.
Weiner, C. (2001). Preparing for success: Meeting the language and learning needs of young children from poverty homes.Youngtown, AZ: ECL Publications.
