Handbook of Research on Literacy and Diversity

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This is the First Research Handbook to Address All Dimensions of Diversity That Have an Impact on literacy achievement. Leading experts examine how teaching and learning intersect with cultural and language differences and socioeconomic disparities in today's increasingly diverse schools and communities. The volume weaves compelling research findings together with theory, policy considerations, and discussions of exemplary instructional practices. It offers fresh perspectives on such topics as family literacy, multiliteracies, drawing on cultural resources in the classroom, factors that promote success in high-poverty schools, equity issues, and ways to reach specific literacy skills. The concluding section provides crucial recommendations for teacher preparation and professional development.

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Editorial Reviews

Choice Reviews
"Recommended. Graduate, research, and professional collections."--Choice Reviews
From the Publisher

"Powerful. The editors have brought together brilliant researchers who make a tremendous contribution to building knowledge about instruction that capitalizes on students' social and cultural contexts. Perhaps most important, they point the way toward taking action that is evidence based and holds potential for making a difference in the literacy lives of our students."--Victoria J. Risko, EdD, Department of Teaching and Learning, Vanderbilt University
 "A much-needed resource, this handbook addresses both the promises and challenges of working with the richly diverse students attending schools today. Respected scholars provide thorough overviews of existing research and theory, highlight what is still to be learned, and offer recommendations for educational policy and practice. Readers will find the focus on English language learners, minority students, and other marginalized groups particularly useful. This volume should be added to the reference shelves of all literacy researchers, and can offer a strong grounding for graduate coursework."--Kristen H. Perry, PhD, Department of Curriculum and Instruction, University of Kentucky
"This comprehensive volume challenges the deficit model of diversity and argues for a resource orientation toward difference that is essential to effective teaching for minority children. The book covers a wide range of critical concerns related to literacy and diversity, including policy issues, theoretical developments, instructional strategies, assessment, multiple literacies, social attitudes, and formal and informal learning. Addressing the complexities of the topic in a way that is invaluable, this is an important resource for teacher educators, graduate students, and university researchers, as well as inservice teachers."--Guofang Li, PhD, Department of Teacher Education, Michigan State University

Educational Review

"A welcome addition to the conversations that dominate contemporary literacy research and graduate studies....The extremely high quality of the contributions, the structure of each chapter, and the issues addressed make this book a 'must have' for literacy researchers and university professors. It is one I will use in my own graduate teaching and from which I will recommend specific chapters to teacher professional learning communities."--Educational Review

"Recommended. Graduate, research, and professional collections."--Choice
Choice Reviews

"Recommended. Graduate, research, and professional collections."--Choice Reviews


"Recommended. Graduate, research, and professional collections."--Choice
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Product Details

  • ISBN-13: 9781609181451
  • Publisher: Guilford Publications, Inc.
  • Publication date: 12/22/2010
  • Edition description: New Edition
  • Pages: 464
  • Product dimensions: 6.80 (w) x 9.70 (h) x 1.30 (d)

Meet the Author

Lesley Mandel Morrow, PhD, is Distinguished Professor of Literacy and Chair of the Department of Learning and Teaching at the Graduate School of Education, Rutgers, The State University of New Jersey. Her research interests include early literacy development and the organization and management of language arts programs. Widely published, Dr. Morrow is a recipient of the International Reading Association’s Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit, among many other honors, and is a member of the Reading Hall of Fame.
Robert Rueda, PhD, is Professor of Psychology in Education at the Rossier School of Education, University of Southern California. His research centers on sociocultural processes in classroom learning, motivation, and instruction, with a focus on reading and literacy in English language learners and students in at-risk conditions. Dr. Rueda is a fellow of the American Psychological Association and the American Educational Research Association, and served as associate editor of the American Educational Research Journal.
Diane Lapp, EdD, is Distinguished Professor of Education in the Department of Teacher Education at San Diego State University. Her major areas of research and instruction are issues related to struggling readers and their families who live in economically deprived urban settings. Widely published, Dr. Lapp has received numerous awards, including the International Reading Association’s Outstanding Teacher Educator in Reading Award, and is a member of the Reading Hall of Fame.

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Table of Contents

Foreword: Every Child Must Be Visible If We Are to Succeed as a World-Class Nation Edmund W. Gordon ix

Introduction Lesley Mandel Morrow Robert Rueda Diane Lapp 1

Part I Perspectives About Learning Among Diverse Students

1 Relating Diversity and Literacy Theory Honorine Nocon Michael Cole 13

2 Policy Related to Issues of Diversity and Literacy: Implications for English Learners Eugene E. Garcia Ann-Marie Wiese 32

3 What Do We Know about the Discourse Patterns of Diverse Students in Multiple Settings? Iliana Reyes Leisy Wyman Norma González Eliane Rubinstein-Ávila Karen Spear-Ellinwood Perry Gilmore Luis C. Moll 55

4 Family Literacy: Recognizing Cultural Significance Patricia A. Edwards Jeanne R. Paratore Nancy L. Roser 77

5 Poverty and Its Relation to Development and Literacy Pedro Portes Spencer Salas 97

6 Language, Literacy, and Content: Adolescent English Language Learners Robert T. Jiménez Brad L. Teague 114

Part II Special Issues Concerning Literacy

7 Academic English and African American Vernacular English: Exploring Possibilities for Promoting the Literacy Learning of All Children Cynthia H. Brock Gwendolyn Thompson McMillon Julie L. Pennington Dianna Townsend Diane Lapp 137

8 Engaging Diverse Students in Multiple Literacies in and Out of School Cheryl A. McLean Erica C. Boling Jennifer Rowsell 158

9 The New Literacies of Online Reading Comprehension and the Irony of No Child Left Behind: Students Who Require Our Assistance the Most Actually Receive It the Least Donald J. Leu J. Gregory McVerry W. Ian O'Byrne Lisa Zawilinski Jill Castek Douglas K. Hartman 173

10 Roles of Engagement, Valuing, and Identification in Reading Development of Students from Diverse Backgrounds John T. Guthrie Robert Rueda Linda B. Gambrell Danette A. Morrison 195

11 Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling Kris Gutiérrez Carol D. Lee 216

12 Assessing Student Progress in the Time of No Child Left Behind Georgia Earnest Garcia Eurydice B. Bauer 233

13 Meeting the Needs of Diverse Learners: Effective Management of Language Arts Instruction D. Ray Reutzel Lesley Mandel Morrow Heather Casey 254

Part III Strategies for Teaching

14 Cross-Language Transfer of Phonological, Orthographic, and Semantic Knowledge María S. Carlo 277

15 Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds Linnea C. Ehri 292

16 Vocabulary Instruction for Diverse Students Susan Watts Taffe Camille L. Z. Blachowicz Peter J. Fisher 320

17 Comprehension: The Means, Motive, and Opportunity for Meeting the Needs of Diverse Learners Susie M. Goodin Catherine M. Weber P. David Pearson Taffy E. Raphael 337

18 Helping Diverse Learners to Become Fluent Readers Melanie R. Kuhn Timothy Rasinski 366

Part IV Preparing Teachers to Teach Literacy to Diverse Students

19 Teacher Knowledge in Culturally and Linguistically Complex Classrooms: Lessons from the Golden Age and Beyond Django Paris Arnetha F. Ball 379

20 Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools Nancy Frey Douglas Fisher 396

21 Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds Margarita Calderón 413

Afterword: From "Just a Teacher" to Justice in Teaching-Working in the Service of Education, the New Civil Right Eric J. Cooper 431

Author Index 437

Subject Index 451

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