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The Resource Addressing Diversity in Literacy Instruction

Addressing Diversity in Literacy Instruction

Addressing Diversity in Literacy Instruction
Addressing Diversity in Literacy Instruction
This edited volume highlights recent research related to how issues of diversity are addressed within literacy instruction for K-12 learners
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Literacy Research, Practice and Evaluation
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Addressing Diversity in Literacy Instruction
Addressing Diversity in Literacy Instruction
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  • Intro -- Addressing Diversity in Literacy Instruction -- Contents -- Foreword -- Editor Biographies -- List of Contributors -- TOWARD EQUITY THROUGH OPPORTUNITIES TO LEARN LITERACY -- Equity and Opportunity to Learn -- Reduce the Impact of Mobility on Studentsâ{u0080}{u0099} Literacy Learning -- Implement a Guaranteed and Viable Curriculum -- Ensure that Receiving Teachers have Accurate Information about the Learning Profile of the New Student -- Facilitate Social Relationships -- Eliminate Retention and Channel Resources for Early Intervention -- Provide High-Quality Literacy Instruction that Ensures Access to Complex Texts -- Learning Intentions -- Teacher Modeling and Think Alouds -- Close Reading -- Scaffolding Reading with More Complex Texts -- Text-Based Collaborative Discussions with Peers -- Wide Reading for Pleasure and Study -- Conclusion -- References -- MORE THAN ONE VOICE: UTILIZING STUDENTSâ{u0080}{u0099} HOME LANGUAGES AND CULTURAL EXPERIENCES IN READING RECOVERY -- Research Design -- Participants -- Sources of Data -- Analysis -- Findings -- Gains in Speaking, Reading, and Writing in Both Languages -- Making Connections -- Connections in Reading Strategies -- Connections in Writing Strategies -- Connections between Cultural Experiences and Texts -- Family Involvement Contributed to Studentsâ{u0080}{u0099} Use of Home Languages and Experiences -- Practical Implications -- Studentsâ{u0080}{u0099} Home Languages and Cultural Experiences -- Methods and Materials -- Family Involvement -- Conclusion -- References -- TEACHING GRAMMAR WHILE VALUING LANGUAGE DIVERSITY: URBAN TEACHERS NAVIGATING LINGUISTIC IDEOLOGICAL DILEMMAS -- Prescriptive vs. Descriptive Approaches to Grammar -- Teachersâ{u0080}{u0099} Linguistic Ideological Dilemmas -- Methods -- Context -- Interviews -- Case Study -- Findings -- Dilemma 1: A Perception of Greater Linguistic Flexibility in Speech Than Writing
  • Dilemma 2: A Sense that Primary Attention to Traditional Standard English Grammar in Feedback Could Improve and/or Inhibit Written Communication -- Dilemma 3: Apprehension about Whether Standard English Grammar Instruction Empowers or Marginalizes Linguistically Minoritized Students -- Valuing Language Diversity in the Language Arts Classroom: A Case Study -- Selecting Mentor Texts that Showcase a Range of Grammars -- Modeling Code-Meshing in Oral Language -- Privileging Alternative Grammars in Written Assignments -- Discussion and Implications -- Pose: Taking an Equity Stance to Writing and Grammar Instruction -- Wobble: Grappling with Linguistic Push Pull in Grammar Instruction -- Flow: Developing Strategies to Strengthen an Equity Stance -- Conclusion -- References -- MULTICULTURAL ELL EDUCATORSâ{u0080}{u0099} PERSPECTIVES OF SOCIOCULTURAL DYNAMICS IN THE ADOLESCENT CLASSROOM -- Literacy Acquisition, Awareness, and the Paradox of the Social Person -- Humanizing Education and Levels of Awareness -- Sciences of Complexity and Systemic Change in Relation to Education -- Challenges in the Field -- Research Design -- Data Collection -- Participant Observation -- Bias and Validity -- Findings -- The Reality and Fate of Latina/o Teenagers -- The Stateâ{u0080}{u0099}s Lack of Awareness Regarding ELLs -- The Status of Education and the Teaching Profession in the Country -- Summary -- References -- SCENARIOS AND SUGGESTIONS: LITERACY INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS -- My Experience with English Language Learners -- Who are English Language Learners? -- Reading Instruction for English Language Learners -- Phonics Instruction and Word Study Activities -- Helping English Language Learners Understand the Alphabetic Principle -- Instruction in the Six Syllable Types -- Vocabulary Instruction -- Academic and Social Language -- How Should Vocabulary Be Taught?
  • Supporting Academic Vocabulary Learning -- Suggested Classroom Vocabulary Activities -- Fluency Instruction -- Accuracy, Automaticity, and Prosody -- How Can Teachers Help English Language Learners Develop Fluency? -- Summary -- References -- RAD DAD: A CHICANO MAN(RE) CONSTRUCTING MASCULINITYAND FATHERHOODTHROUGH ZINES -- Menâ{u0080}{u0099}s Writing and Masculinity -- Men Writing Zines -- Purpose -- Theoretical Frameworks -- Methods -- Data Collection -- Data Analysis -- Findings -- Tomasâ{u0080}{u0099} Mission and Purpose -- Themes in Tomasâ{u0080}{u0099} Zines -- Performing Fatherhood as Radical Fathering -- Building Community for Support and Activism -- Significance/Implications -- References -- A QUALITATIVE INQUIRY EXPANDING NOVICE TEACHERSâ{u0080}{u0099} DEFINITIONS OF STUDENT DIVERSITY TO INCLUDE ECONOMIC DISPARITIES AND LIFESTYLE DIFFERENCES -- Introduction: Context of the Research -- Research Design and Theoretical Framework -- Read and Revisit: Situated Performances on Supporting Homeless Students -- Cultural and Political Vignettes (CPVs) -- Read: Exposing Participants to Texts and Discussions on Educating the Homeless -- Revisit: Readdressing the CPV Situated Performances on Supporting Homeless Students -- Investigating Homelessness in America: Twelfth Grade CPV Unit -- Increasing Teachersâ{u0080}{u0099} Understanding of Student Economic Diversity -- Findings and Implications -- Conclusion -- References -- READING TOWARD EQUITY: CREATING LGBTQ+ INCLUSIVE CLASSROOMS THROUGH LITERARY AND LITERACY PRACTICES -- The Role of Texts and the Role of Literacy Professionals -- A Field That Embraces LGBTQ+ Identities -- Theory and Literature -- Intersectionality -- Exploring LGBTQ+ Inclusive Literacy Practices -- Including/Contextualizing LGBTQ+ Texts -- Reading â{u0080}{u009C}Straightâ{u0080}{u009D} Books through a Queer Lens -- Queering LGBTQ+ Inclusive Texts
  • Preparing Future Literacy Teachers to Create LGBTQ+ Inclusive Classrooms -- Envisioning Classrooms -- Discomfort and Uncertainty -- Resources for Instruction -- Choosing Texts -- Curricular and Instructional Resources -- Conclusion -- References -- Literature Cited -- ACCENTUATING SOCIAL AND CULTURAL CONNECTIONS TO REVITALIZE LITERACY ACHIEVEMENT -- Purpose of the Study -- Review of the Literature -- Situated Literacy -- Collaborative Learning -- Invitational Education -- Theoretical Foundations -- Design of the Study -- Community Building -- Procedures for the Project -- Literature Circles -- Findings -- Elements and Domains of IE -- Building Trust -- Showing Respect -- Demonstrating Optimism -- Designing with Intentionality -- The Six Elements for Diversity and the Impact of Our Project -- Enlistment -- Encouragement -- Expectation -- Equity -- Enjoyment -- Empowerment -- Practical Implications -- The Impact of Literature Circles -- Future Plans -- Conclusion -- References -- BUILDING ON EMERGENT BILINGUALSâ{u0080}{u0099} FUNDS OF KNOWLEDGE USING DIGITAL TOOLS FOR LITERACY -- The Exchange of Information -- Learning Beyond the Linguistic -- Sign Making -- Communication Channels -- Reorienting to Multimodal Literacy Experiences -- Exploring Affordances -- Becoming Text Designers -- Capturing Student Perspectives -- Looking Closely at the Data -- Findings -- Frozen -- Mother as Resource -- Home Resources for School-Based Text Designing and Production -- Designing an Alien Poem -- Agentive and Empowered Emergent Bilinguals -- Advanced Knowledge -- Being Agentive -- Literacy Lessons Learned From Emergent Bilinguals -- Moving Towards Change -- References -- Childrenâ{u0080}{u0099}s Literature Cited -- TEACHING FOR GLOBAL READINESS: A MODEL FOR LOCALLY SITUATED AND GLOBALLY CONNECTED LITERACY INSTRUCTION -- Applying Relevant Theories -- Cosmopolitanism -- Multiliteracies
  • Methods -- Teaching for Global Readiness Model -- Conclusion -- References -- UTILIZING A RUBRIC TO IDENTIFY DIVERSITY IN CHILDRENâ{u0080}{u0099}S LITERATURE -- Background of the Problem -- Methods -- Rubric Development -- Continuum -- Rubric Categories -- Discussion -- Limitations and Possibilities -- Conclusion -- References -- Childrenâ{u0080}{u0099}s Literature Cited -- ADDRESSING DIVERSITY THROUGH THE UNIVERSAL DESIGN FOR LEARNING LENS -- Universal Design for Learning -- UDL Origin -- UDL Policy -- UDL Framework -- UDL and Technology Tools -- The Application of UDL Principles -- Case 1: Maria -- Multiple Means of Representation -- Multiple Means of Expression -- Multiple Means of Engagement -- Case 2: Joe -- Multiple Means of Representation -- Multiple Means of Expression -- Multiple Means of Engagement -- Case 3: Intellectual Disability -- Multiple Means of Representation -- Multiple Means of Action and Expression -- Multiple Means of Engagement -- Case 4: Jordan -- Multiple Means of Representation -- Multiple Means of Expression -- Multiple Means of Engagement -- Implications for Teachers -- References -- THE FIERCE URGENCY OF NOW: CDF FREEDOM SCHOOLS AND CULTURALLY RELEVANT PEDAGOGY -- Why Freedom Schools Now? -- Methods -- Findings -- â{u0080}{u009C}Reading Books Is Really Cool!â{u0080}{u009D}: Connecting with Culturally Relevant Texts -- High-Achieving Readers -- Positive Attitudes About Reading and Books -- Role of SLIs -- â{u0080}{u009C}Something Inside So Strongâ{u0080}{u009D}: Knowing You Can Make a Difference -- Inspired to Serve -- Building Community -- â{u0080}{u009C}Let Me Put Some Freedom In Itâ{u0080}{u009D}: Reimagining How We Do School -- Serving the Whole Child -- The Freedom School Way -- Conclusion -- Implications -- References -- INDEX
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