Culturally Responsive Literacy Instruction

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Overview

Improve reading achievement for students from diverse backgrounds with research-supported practices and culturally responsive interventions in phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension.

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Editorial Reviews

Akina Luckett-Canty
"Teaching reading is a very complex task. This book dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. It contains current research from the most reputable sources in the field of education andis a must-read for every teacher. "
Education Review: Brief Reviews
"This book is appropriate as a resource for educational practitioners and as a textbook book for preservice teachers. The book offers realistic advice that is grounded in detailed, comprehensive, and practical action for culturally responsive instruction. "
Phyllis N. Levert
"There is a sense of apprehension about working with culturally and linguistically diverse students. This book shows how to make a significant difference in helping all students achieve and reach their potential. "
Gary L. Willhite
"A one-of-a-kind approach to the reading instruction of culturally diverse learners. Its no-nonsense and straightforward approach is user friendly and responsive to the needs of learners with reading disadvantages. "
Ursula Thomas-Fair
"This text addresses the literacy needs of learners who have been 'left behind.' "
Education Review: Brief Reviews
"This book is appropriate as a resource for educational practitioners and as a textbook book for preservice teachers. The book offers realistic advice that is grounded in detailed, comprehensive, and practical action for culturally responsive instruction. "
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Product Details

  • ISBN-13: 9781412957748
  • Publisher: SAGE Publications
  • Publication date: 10/23/2008
  • Edition description: New Edition
  • Pages: 208
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.50 (d)

Meet the Author

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

Dorothy J. (Doris) O’Shea, Ph.D., currently with the Chester County Intermediate Unit, Downingtown, Pennsylvania, taught Special Education courses at the tertiary level for more than 25 years, after receiving her doctorate in Special Education from the Pennsylvania State University in 1983. Additionally, she worked as a Special Education classroom teacher and school administrator for more than 11 years. During her 36-year career, Dr. O’Shea developed an independent line of research and scholarship related to literacy, instructional strategies, legal issues, and work with diverse families. In addition to securing extramural research funding in inclusion, instructional strategies, literacy, and personnel preparation, she is/was on the editorial board for major journals in the Special Education discipline (i.e., Multicultural Learning and Teaching, TEACHING Exceptional Children, Journal of Learning Disabilities, Teacher Education and Special Education, Behavioral Disorders, and Remedial and Special Education). Dr. O’Shea authored or co-authored over 80 books, book chapters, and/or articles in refereed Special Education journals. Since 1998, she worked as a Pennsylvania Special Education Due Process Hearing Officer and conducted more than 250 special education due process hearings on behalf of families and school districts.

Festus E. Obiakor, Ph.D., is Department Head and Professor, Early Childhood and Special Education, Dewar College of Education and Human Services, Valdosta State University, Valdosta, Georgia. A teacher, scholar, and consultant, he has served as Distinguished Visiting Professor at a variety of universities. He is the author of more than 150 publications, including books, articles, and commentaries; and he has presented papers at many national and international conferences. He serves on the editorial boards of reputable nationally and internationally refereed journals, including Multicultural Learning and Teaching (MLT) in which he serves as co-executive Editor. Obiakor is a leader who has been involved in many landmark scholarly works in the fields of general and special education, with particular focus on African American and other culturally and linguistically diverse (CLD) learners and he continues to prescribe multidimensional methods of assessment, teaching, and intervention for these individuals. Based on this premise, he created the Comprehensive Support Model (CSM), an intervention model that values the collaborative, consultative, and cooperative energies of students, families, teachers/service providers, communities, and government agencies.

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Table of Contents

Preface
Acknowledgments
About the Authors
1. Teaching Children to Read - Bob Algozzine, Festus E. Obiakor, Ellissa Brooks Nelson, Jeffery P. Bakken
2. Improving Phonological Processing - Dorothy J. O'Shea, Jodi Katsafanas
3. Improving Decoding and Structural Analysis Skills - Dorothy J. O'Shea, Jodi Katsafanas, Kelly Holloway
4. Improving Fluency - Michelle Mc Collins, Dorothy J. O'Shea
5. Improving Vocabulary - Shobana Musti-Rao, Renee O. Hawkins, Gwendolyn Cartledge, Cheryl Utley
6. Improving Comprehension - Jeffery P. Bakken
7. Culturally Responsive Literacy Instruction for All - Festus E. Obiakor, Darren J. Smith
Appendixes
References
Index

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