|aHandbook of research on literacy and diversity /|cedited by Lesley Mandel Morrow, Robert Rueda, Diane Lapp ; foreword by Edmund W. Gordon ; afterword by Eric J. Cooper.
|aNew York :|bGuilford Press,|cc2009.
|axv, 464 p. :|bill. ;|c27 cm.
|aIncludes bibliographical references and indexes.
|tRelating diversity and literacy theory /|rHonorine Nocon,|rMichael Cole --|tPolicy related to issues of diversity and literacy: implications for English learners /|rEugene E. Garcia,|rAnn-Marie Wiese --|tWhat do we know about the discourse patterns of diverse students in multiple settings? /|rIliana Reyes ... [et al.] --|tFamily literacy: recognizing cultural significance /|rPatricia A. Edwards,|rJeanne R. Paratore,|rNancy L. Roser --|tPoverty and its relation to development and literacy /|tPedro Portes,|rSpencer Salas --|tLanguage, literacy, and content: adolescent English language learners /|rRobert T. Jim歋nez,|rBrad L. Teague --|tAcademic English and African American vernacular English: exploring possibilities for promoting the literacy learning of all children /|rCynthia H. Brock ... [et al.] --|tEngaging diverse students in multiple literacies in and out of school /|rCheryl McLean,|rErica Boling,|rJennifer Rowsell --|tThe 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 /|rDonald J. Leu ... [et al.] --|tRoles of engagement, valuing, and identification in reading development of students from diverse backgrounds /|rJohn T. Guthrie ... [et al.] --|tRobust informal learning environments for youth from nondominant groups: implications for literacy learning in formal schooling /|tKris Guti歋rrez,|rCarol D. Lee --|tAssessing student progress in the time of No Child Left Behind /|rGeorgia Earnest Garc毃a,|rEurydice B. Bauer --|tMeeting the needs of diverse learners: effective management of language arts instruction /|rD. Ray Reutzel,|rLesley Mandel Morrow,|rHeather Casey --|tCross-language transfer of phonological, orthographic, and semantic knowledge /|rMar毃a S. Carlo --|tLearning to read in English: teaching phonics to beginning readers from diverse backgrounds /|rLinnea C. Ehri --|tVocabulary instruction for diverse students /|rSusan Watts Taffe ... [et al.] --|tComprehension: the means, motive, and opportunity for meeting the needs of diverse learners /|rSusie M. Goodin ... [et al.] --|tHelping diverse learners to become fluent readers /|rMelanie R. Kuhn,|rTimothy Rasinski --|tTeacher knowledge in culturally and linguistically complex classrooms: lessons from the Golden Age and beyond /|rDjango Paris,|rArnetha F. Ball --|tProtecting our investment: induction and mentoring of novice teachers in diversity-rich schools /|rNancy Frey,|rDouglas Fisher --|tProfessional development: continuing to understand how to teach children from diverse backgrounds /|rMargarita Calder漃n --|gAfterword:|tFrom "Just a Teacher" to justice in teaching: working in the service of education, the new civil rights /|rEric J. Cooper
|aLanguage arts|zUnited States|vHandbooks, manuals, etc.
|aEnglish language|xStudy and teaching|zUnited States|xForeign speakers|vHandbooks, manuals, etc.
|aChildren of minorities|xEducation|zUnited States|vHandbooks, manuals, etc.
|aMulticulturalism|zUnited States|vHandbooks, manuals, etc.