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Full Product Details

Author:   Lesley Mandel Morrow ,  Robert Rueda ,  Diane Lapp ,  Edmund W. Gordon
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 17.80cm , Height: 3.30cm , Length: 25.40cm
Weight:   0.824kg
ISBN:  

9781609181451

ISBN 10:   160918145
Pages:   464
Publication Date:   20 December 2010
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table 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"

Reviews

""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, University of Kentucky, USA ""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, Vanderbilt University, USA

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, University of Kentucky, USA 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, Vanderbilt University, USA

Author Information

Edited by Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers University, USA, Robert Rueda, PhD, Rossier School of Education, University of Southern California, USA and Diane Lapp, EdD, School of Teacher Education, San Diego State University, USA

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