Teaching Literacy in Urban Schools is a book that stands on the academic pillars of culturally relevant pedagogy and comprehensive literary practices. Purdum-Cassidy and Scott have compiled resourceful chapters that provide both research and practical information on effective literacy practices, activities, and experiences for preservice teachers as well as urban teachers and their students. The innovative way in which Teaching Literacy in Urban Schools speaks to both teachers and student teachers, across elementary, middle, and high school as well as how it has interwoven traditional literacy topics (e.g. phonics, illustration analysis, emergent writing, and comprehension) with nontraditional but culturally relevant literacy topics (writing and performing spoken word and building confidence in teaching literacy) makes this work timely, necessary, but most importantly useful. Though Teaching Literacy in Urban Schools provides practical solutions for effective literacy instruction, the chapters are also harmoniously grounded in research which makes this book uniquely designed for both K-12 educators and the college classroom.

Stephen D. Hancock, PhD, associate professor of Multicultural Education, assistant director, The Urban Education Collaborative, University of North Carolina Charlotte

Teaching Literacy in Urban Schools is an excellent resource for novice and experienced teachers! The authors effortlessly merge theory, research, and practice, while also interweaving critical perspectives in urban education. What is most impressive about Teaching Literacy in Urban Schools is the practicality of scholarship. The book provides tangible strategies for increasing literacy motivation and achievement, which is paramount for the future of education. This is a seminal collection of work.

Marcia J. Watson-Vandiver PhD, associate professor, Towson University

Teaching Literacy in Urban Schools is a must read for all teachers in urbanized settings who desire to be culturally relevant and affirming. The authors combine historical knowledge with modern research to address the need for enhanced literacy development across grades K-12.

Brandon L. Fox, PhD, associate professor, Stephen F. Austin State University