Handbook of Research on Literacy and Diversity

by Morrow, Lesley Mandel; Rueda, Robert; Lapp, Diane; Gordon, Edmund W.; Cooper, Eric J.

• ISBN13: 9781609181451
• ISBN10: 160918145X
• Format: Paperback
• Copyright: 2010-11-03
• Publisher: The Guilford Press

Summary

This is the first research Handbookto 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 teach specific literacy skills. The concluding section provides crucial recommendations for teacher preparation and professional development.

Author Biography

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\u2019s 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\u2019s Outstanding Teacher Educator in Reading Award, and is a member of the Reading Hall of Fame.

Table of Contents

Foreword: Every Child Must Be Visible If We Are to Succeed as a World-Class Nation	p. ix
Introduction	p. 1
Perspectives About Learning Among Diverse Students
Relating Diversity and Literacy Theory	p. 13
Policy Related to Issues of Diversity and Literacy: Implications for English Learners	p. 32
What Do We Know about the Discourse Patterns of Diverse Students in Multiple Settings?	p. 55
Family Literacy: Recognizing Cultural Significance	p. 77
Poverty and Its Relation to Development and Literacy	p. 97
Language, Literacy, and Content: Adolescent English Language Learners	p. 114
Special Issues Concerning Literacy
Academic English and African American Vernacular English: Exploring Possibilities for Promoting the Literacy Learning of All Children	p. 137
Engaging Diverse Students in Multiple Literacies in and Out of School	p. 158
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	p. 173
Roles of Engagement, Valuing, and Identification in Reading Development of Students from Diverse Backgrounds	p. 195
Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling	p. 216
Assessing Student Progress in the Time of No Child Left Behind	p. 233
Meeting the Needs of Diverse Learners: Effective Management of Language Arts Instruction	p. 254
Strategies for Teaching
Cross-Language Transfer of Phonological, Orthographic, and Semantic Knowledge	p. 277
Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds	p. 292
Vocabulary Instruction for Diverse Students	p. 320
Comprehension: The Means, Motive, and Opportunity for Meeting the Needs of Diverse Learners	p. 337
Helping Diverse Learners to Become Fluent Readers	p. 366
Preparing Teachers to Teach Literacy to Diverse Students
Teacher Knowledge in Culturally and Linguistically Complex Classrooms: Lessons from the Golden Age and Beyond	p. 379
Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools	p. 396
Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds	p. 413
Afterword: From "Just a Teacher" to Justice in Teaching-Working in the Service of Education, the New Civil Right	p. 431
Author Index	p. 437
Subject Index	p. 451
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