Summary

"Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher." --Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, AL

"This text addresses the literacy needs of learners who have been ′left behind.′" --Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West Georgia

Give students from culturally and linguistically diverse backgrounds the literacy skills to succeed!

All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.

Culturally Responsive Literacy Instruction connects students′ backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:

Make a significant difference in all your students′ reading success with effective, culturally responsive teaching practices!

Choice Review

This book effectively argues that generic, one-size-fits-all instruction is ineffective; it goes on to demonstrate how to connect research-based literacy instruction to students' own cultural and linguistic knowledge and experiences. This premise makes it a valuable source in providing college students with a realistic introductory course in literacy instruction. The book does not presume any prior knowledge, and clearly summarizes the latest research on teaching children to read using the five areas of focus identified by the 2000 National Reading Panel as a framework. There are chapters explaining how to teach phonological awareness, phonics and decoding, fluency, vocabulary, and comprehension. Each chapter then describes how this basic instruction can be adapted to specifically meet the needs of culturally diverse learners at the primary, middle school, and secondary levels. The discussion of the importance of providing culturally responsive instruction to ease tension in today's urban schools is most worthwhile. A helpful glossary, lists of electronic and print multicultural resources, and suggested readings on cultural diversity are also provided. Summing Up: Recommended. General readers and all undergraduate students. I. Rosenthal The College of St. Rose