Susan Neuman

Instructional Practices that Support Literacy Achievement of Students Living in Poverty

This presentation reviews research on the impact of poverty and a dearth of literacy resources on the reading achievement of children in low-income households.  Intentional instructional practices that focus on vocabulary development, integration of literacy instruction with science and math, and greater access to print and literacy-rich resources can help children close the achievement gap in literacy and other content domains. Dr. Neuman provides examples for illustrative purposes from her own intervention curriculum. Wisconsin DPI does not endorse any specific curriculum, but instead, encourages districts to select curricular resources based on the Common Core State Standards as well as the needs of their own students. As you view this session, please note the following:

  • Think about your own building and district demographics, especially regarding those students identified as students of low socio-economic status.
  • Note the risk factors that impact achievement. What do you know about your own students and their own risk factors?
  • Notice the effects of poverty on students as found in scientifically-based research studies.
  • How can you develop the social and information capital of your students?
  • Notice the five essential elements of early childhood environments. How do the early childhood environments you provide compare?
  • How do you identify the specific academic and behavioral needs of your students?
  • How do you involve the community in the education of your students?

YouTube Video

Supplemental Materials:

presentation slides

Resources for Additional Learning:

Ready to Learn - A Michigan research project to change the odds of children living in poverty
Laura Adams,
Apr 14, 2013, 11:14 AM
Laura Adams,
Apr 14, 2013, 11:15 AM