Handbook of Research on Literacy and Diversity

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 teach specific literacy skills. The concluding section provides crucial recommendations for teacher preparation and professional development.

Foreword: Every Child Must Be Visible If We Are to Succeed as a World-Class Nation, Edmund W. GordonIntroduction, Lesley Mandel Morrow, Robert Rueda, and Diane LappI. Perspectives about Learning among Diverse Students1. Relating Diversity and Literacy Theory, Honorine Nocon and Michael Cole2. Policy Related to Issues of Diversity and Literacy: Implications for English Learners, Eugene E. Garcia and Ann-Marie Wiese3. What Do We Know about the Discourse Patterns of Diverse Students in Multiple Settings?, Iliana Reyes, Leisy Wyman, Norma Gonzlez, Eliane Rubinstein-vila, Karen Spear-Ellinwood, Perry Gilmore, and Luis C. Moll4. Family Literacy: Recognizing Cultural Significance, Patricia A. Edwards, Jeanne R. Paratore, and Nancy L. Roser5. Poverty and Its Relation to Development and Literacy, Pedro Portes and Spencer Salas6. Language, Literacy, and Content: Adolescent English Language Learners, Robert T. Jimnez and Brad L. TeagueII. Special Issues Concerning Literacy7. 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 Lapp8. Engaging Diverse Students in Multiple Literacies In and Out of School, Cheryl A. McLean, Erica C. Boling, and Jennifer Rowsell9. 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 OByrne, Lisa Zawilinski, Jill Castek, and Douglas K. Hartman10. 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. Morrison11. Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling, Kris Gutirrez and Carol D. Lee12. Assessing Student Progress in the Time of No Child Left Behind, Georgia Earnest Garca and Eurydice B. Bauer13. 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, Mara S. Carlo15. Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds, Linnea C. Ehri16. Vocabulary Instruction for Diverse Students, Susan Watts Taffe, Camille L. Z. Blachowicz, and Peter J. Fisher17. 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. Raphael18. Helping Diverse Learners to Become Fluent Readers, Melanie R. Kuhn and Timothy RasinskiIV. Preparing Teachers to Teach Literacy to Diverse Students19. Teacher Knowledge in Culturally and Linguistically Complex Classrooms: Lessons from the Golden Age and Beyond, Django Paris and Arnetha F. Ball20. Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools, Nancy Frey and Douglas Fisher21. Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds, Margarita CaldernAfterword: From "Just a Teacher" to Justice in Teaching: Working in the Service of Education, the New Civil Right, Eric J. Cooper

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 Associations 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.