Location: United States |  Change Location
0
Male flipping through Corwin book

Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

 

Culturally Responsive Literacy Instruction - Book Cover Look Inside

Culturally Responsive Literacy Instruction

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

Offering perspectives from experts in diversity and literacy, this resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction. This book provides:

  • A range of interventions that support five critical areas of reading instruction—phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension
  • Learning materials that take advantage of multicultural literature, themes, and topics
  • Guidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiences

Full description


Culturally Responsive Literacy Instruction - Book Cover Look Inside
Product Details
  • Grade Level: K-12
  • ISBN: 9781412957748
  • Published By: Corwin
  • Year: 2008
  • Page Count: 208
  • Publication date: January 28, 2013
Price: $43.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

< Back
Description

Description

"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 Teacher
Brighton 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 Education
University 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:

  • A range of interventions that support five critical areas of reading instruction—phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension
  • Learning materials that take advantage of multicultural literature, themes, and topics
  • Guidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiences

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


Key features

  • Integrates literacy instruction as well as multicultural and culturally diverse perspectives 
  • Provides improvement strategies in phonological awareness, phonics, fluency, vocabulary, and comprehension for students who are from culturally and linguistically diverse (CLD) backgrounds  
  • Reproducible forms, checklists, and resource list included in the appendices
Author(s)

Author(s)

Bob Algozzine photo

Bob Algozzine
Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.
Dorothy J. O'Shea photo

Dorothy J. O'Shea
Dorothy J. (Doris) O’Shea, Ph.D., currently with the Chester County Intermediate Unit, Downingtown, Pennsylvania, taught Special Education courses at the tertiary level for more than 25 years, after receiving her doctorate in Special Education from the Pennsylvania State University in 1983. Additionally, she worked as a Special Education classroom teacher and school administrator for more than 11 years. During her 36-year career, Dr. O’Shea developed an independent line of research and scholarship related to literacy, instructional strategies, legal issues, and work with diverse families. In addition to securing extramural research funding in inclusion, instructional strategies, literacy, and personnel preparation, she is/was on the editorial board for major journals in the Special Education discipline (i.e., Multicultural Learning and Teaching, TEACHING Exceptional Children, Journal of Learning Disabilities, Teacher Education and Special Education, Behavioral Disorders, and Remedial and Special Education). Dr. O’Shea authored or co-authored over 80 books, book chapters, and/or articles in refereed Special Education journals. Since 1998, she worked as a Pennsylvania Special Education Due Process Hearing Officer and conducted more than 250 special education due process hearings on behalf of families and school districts.
Festus E. Obiakor photo

Festus E. Obiakor

Festus E. Obiakor, Ph.D., is the Chief Executive Manager, Sunny Educational Consulting, Shorewood, Wisconsin. He has served as Department Head and Professor, Valdosta State University, Valdosta, Georgia and The City College of New York, New York. A teacher, scholar, leader, and consultant, he has served as Distinguished Visiting Professor at a variety of universities. He is the author of more than 150 publications, including books, articles, and commentaries; and he has presented papers at many national and international conferences. He serves on the editorial boards of reputable nationally and internationally refereed journals, including Multicultural Learning and Teaching (MLT) in which he serves as Executive Editor. Dr. Obiakor is a leader who has been involved in many landmark scholarly works in the fields of general and special education, with particular focus on African American and other culturally and linguistically diverse (CLD) learners and he continues to prescribe multidimensional methods of assessment, teaching, and intervention for these individuals. Based on this premise, Dr. Obiakor created the Comprehensive Support Model (CSM), an intervention model that values the collaborative, consultative, and cooperative energies of students, families, teachers/service providers, communities, and government agencies.

Table of Contents

Table of Contents

Preface

Acknowledgments

About the Authors

1. Teaching Children to Read

2. Improving Phonological Processing

3. Improving Decoding and Structural Analysis Skills

4. Improving Fluency

5. Improving Vocabulary

6. Improving Comprehension

7. Culturally Responsive Literacy Instruction for All

Appendixes

References

Index

Reviews

Reviews

Quote by Akina Luckett-Canty, Special Education Teacher, Brighton Middle School, Birmingham, AL: "Teaching reading is a very complex task. This book dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. It contains current research from the most reputable sources in the field of education and is a must-read for every teacher."
"Teaching reading is a very complex task. This book dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. It contains current research from the most reputable sources in the field of education and is a must-read for every teacher."
Akina Luckett-Canty, Special Education Teacher
Brighton Middle School, Birmingham, AL
Quote by Education Review: Brief Reviews, December 2009: "This book is appropriate as a resource for educational practitioners and as a textbook book for preservice teachers. The book offers realistic advice that is grounded in detailed, comprehensive, and practical action for culturally responsive instruction."
"This book is appropriate as a resource for educational practitioners and as a textbook book for preservice teachers. The book offers realistic advice that is grounded in detailed, comprehensive, and practical action for culturally responsive instruction."
Education Review: Brief Reviews, December 2009
Quote by Phyllis N. Levert, Special Education Employment Supervisor, Cobb County Schools, GA: "There is a sense of apprehension about working with culturally and linguistically diverse students. This book shows how to make a significant difference in helping all students achieve and reach their potential."
"There is a sense of apprehension about working with culturally and linguistically diverse students. This book shows how to make a significant difference in helping all students achieve and reach their potential."
Phyllis N. Levert, Special Education Employment Supervisor
Cobb County Schools, GA
Quote by Gary L. Willhite, Teacher Educator, Southern Illinois University: "A one-of-a-kind approach to the reading instruction of culturally diverse learners. Its no-nonsense and straightforward approach is user friendly and responsive to the needs of learners with reading disadvantages."
"A one-of-a-kind approach to the reading instruction of culturally diverse learners. Its no-nonsense and straightforward approach is user friendly and responsive to the needs of learners with reading disadvantages."
Gary L. Willhite, Teacher Educator
Southern Illinois University
Quote by Ursula Thomas-Fair, Assistant Professor of Early Childhood Education, University of West Georgia: "This text addresses the literacy needs of learners who have been 'left behind.'"
"This text addresses the literacy needs of learners who have been 'left behind.'"
Ursula Thomas-Fair, Assistant Professor of Early Childhood Education
University of West Georgia

    Other Titles in: Diversity | Teaching Methods & Learning Styles | Literacy, K-12

    Price: $43.95
    Volume Discounts applied in Shopping Cart

    Review Copies

    Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.