Read more
List of contents
Foreword: Every Child Must Be Visible If We Are to Succeed as a World-Class Nation,
Edmund W. Gordon Introduction,
Lesley Mandel Morrow,
Robert Rueda, and
Diane LappI. Perspectives about Learning among Diverse Students 1. Relating Diversity and Literacy Theory,
Honorine Nocon and
Michael Cole 2. Policy Related to Issues of Diversity and Literacy: Implications for English Learners,
Eugene E. Garcia and
Ann-Marie Wiese 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, and
Luis C. Moll 4. Family Literacy: Recognizing Cultural Significance,
Patricia A. Edwards,
Jeanne R. Paratore, and
Nancy L. Roser 5. Poverty and Its Relation to Development and Literacy,
Pedro Portes and
Spencer Salas 6. Language, Literacy, and Content: Adolescent English Language Learners,
Robert T. Jiménez and
Brad L. TeagueII. 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, and
Diane Lapp 8. Engaging Diverse Students in Multiple Literacies In and Out of School,
Cheryl A. McLean,
Erica C. Boling, and
Jennifer Rowsell 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, and Douglas K. Hartman 10. Roles of Engagement, Valuing, and Identification in Reading Development of Students from Diverse Backgrounds,
John T. Guthrie,
Robert Rueda,
Linda B. Gambrell, and
Danette A. Morrison 11. Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling,
Kris Gutiérrez and
Carol D. Lee 12. Assessing Student Progress in the Time of No Child Left Behind,
Georgia Earnest García and
Eurydice B. Bauer 13. Meeting the Needs of Diverse Learners: Effective Management of Language Arts Instruction,
D. Ray Reutzel,
Lesley Mandel Morrow, and
Heather Casey III. Strategies for Teaching 14. Cross-Language Transfer of Phonological, Orthographic, and Semantic Knowledge,
María S. Carlo 15. Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds,
Linnea C. Ehri 16. Vocabulary Instruction for Diverse Students,
Susan Watts Taffe,
Camille L. Z. Blachowicz, and
Peter J. Fisher 17. Comprehension: The Means, Motive, and Opportunity for Meeting the Needs of Diverse Learners,
Susie M. Goodin,
Catherine M. Weber,
P. David Pearson, and
Taffy E. Raphael 18. Helping Diverse Learners to Become Fluent Readers,
Melanie R. Kuhn and
Timothy RasinskiIV. 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 and
Arnetha F. Ball 20. Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools,
Nancy Frey and
Douglas Fisher 21. Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds,
Margarita Calderón Afterword: From "Just a Teacher" to Justice in Teaching: Working in the Service of Education, the New Civil Right,
Eric J. Cooper
About 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. She has taught elementary, middle, and high school and serves as Director of Learning at Health Sciences High and Middle College. Her research and instruction focus on issues related to struggling readers and writers who live in economically deprived urban settings, and their families and teachers. Widely published, Dr. Lapp has received the Outstanding Teacher Educator of the Year Award from the International Literacy Association, among other honors, and is a member of both the International Reading Hall of Fame and the California Reading Hall of Fame.
