Handbook of Research on Literacy and Diversity
Edited by Lesley Mandel Morrow, Robert Rueda, and Diane Lapp
Foreword by Edmund W. Gordon
Afterword by Eric J. Cooper
“Recommended. Graduate, research, and professional collections.”
—Choice
“A welcome addition to the conversations that dominate contemporary literacy research and graduate studies....The extremely high quality of the contributions, the structure of each chapter, and the issues addressed make this book a 'must have' for literacy researchers and university professors. It is one I will use in my own graduate teaching and from which I will recommend specific chapters to teacher professional learning communities.”
—Educational Review
“Powerful. The editors have brought together brilliant researchers who make a tremendous contribution to building knowledge about instruction that capitalizes on students' social and cultural contexts. Perhaps most important, they point the way toward taking action that is evidence based and holds potential for making a difference in the literacy lives of our students.”
—Victoria J. Risko, EdD, Department of Teaching and Learning, Vanderbilt University
“A much-needed resource, this handbook addresses both the promises and challenges of working with the richly diverse students attending schools today. Respected scholars provide thorough overviews of existing research and theory, highlight what is still to be learned, and offer recommendations for educational policy and practice. Readers will find the focus on English language learners, minority students, and other marginalized groups particularly useful. This volume should be added to the reference shelves of all literacy researchers, and can offer a strong grounding for graduate coursework.”
—Kristen H. Perry, PhD, Department of Curriculum and Instruction, University of Kentucky
“This comprehensive volume challenges the deficit model of diversity and argues for a resource orientation toward difference that is essential to effective teaching for minority children. The book covers a wide range of critical concerns related to literacy and diversity, including policy issues, theoretical developments, instructional strategies, assessment, multiple literacies, social attitudes, and formal and informal learning. Addressing the complexities of the topic in a way that is invaluable, this is an important resource for teacher educators, graduate students, and university researchers, as well as inservice teachers.”
—Guofang Li, PhD, Department of Teacher Education, Michigan State University
Table of Contents
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 Lapp
I. Perspectives about Learning among Diverse Students
1. Relating Diversity and Literacy Theory, Honorine Nocon and Michael Cole
2. Policy Related to Issues of Diversity and Literacy: Implications for English Learners, Eugene E. Garcia and Ann-Marie Wiese
3. What Do We Know about the Discourse Patterns of Diverse Students in Multiple Settings?, Iliana Reyes, Leisy Wyman, Norma González, Eliane Rubinstein-Ávila, Karen Spear-Ellinwood, Perry Gilmore, and Luis C. Moll
4. Family Literacy: Recognizing Cultural Significance, Patricia A. Edwards, Jeanne R. Paratore, and Nancy L. Roser
5. Poverty and Its Relation to Development and Literacy, Pedro Portes and Spencer Salas
6. Language, Literacy, and Content: Adolescent English Language Learners, Robert T. Jiménez and Brad L. Teague
II. Special Issues Concerning Literacy
7. 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 Lapp
8. Engaging Diverse Students in Multiple Literacies In and Out of School, Cheryl A. McLean, Erica C. Boling, and Jennifer Rowsell
9. 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 O’Byrne, Lisa Zawilinski, Jill Castek, and Douglas K. Hartman
10. 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. Morrison
11. Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling, Kris Gutiérrez and Carol D. Lee
12. Assessing Student Progress in the Time of No Child Left Behind, Georgia Earnest García and Eurydice B. Bauer
13. 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, María S. Carlo
15. Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds, Linnea C. Ehri
16. Vocabulary Instruction for Diverse Students, Susan Watts Taffe, Camille L. Z. Blachowicz, and Peter J. Fisher
17. 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. Raphael
18. Helping Diverse Learners to Become Fluent Readers, Melanie R. Kuhn and Timothy Rasinski
IV. Preparing Teachers to Teach Literacy to Diverse Students
19. Teacher Knowledge in Culturally and Linguistically Complex Classrooms: Lessons from the Golden Age and Beyond, Django Paris and Arnetha F. Ball
20. Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools, Nancy Frey and Douglas Fisher
21. Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds, Margarita Calderón
Afterword: From "Just a Teacher" to Justice in Teaching: Working in the Service of Education, the New Civil Right, Eric J. Cooper
About the Editors
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 Association’s 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.
Contributors
Arnetha F. Ball, PhD, School of Education, Stanford University, Stanford, CaliforniaEurydice B. Bauer, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign
Camille L. Z. Blachowicz, PhD, National College of Education, National-Louis University, Skokie, Illinois
Erica C. Boling, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey
Cynthia H. Brock, PhD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Nevada
Margarita Calderí³n, PhD, Center for Research and Reform in Education, School of Education, Johns Hopkins University, Baltimore, Maryland
María S. Carlo, PhD, Department of Teaching and Learning, School of Education, University of Miami, Coral Gables, Florida
Heather Casey, PhD, Teacher Education, School of Education, Rider University, Lawrenceville, New Jersey
Jill Castek, PhD, Graduate School of Education, University of California, Berkeley, California
Michael Cole, PhD, Departments of Communication and Psychology, University of California San Diego, La Jolla, California
Eric J. Cooper, EdD, National Urban Alliance for Effective Education, Stamford, Connecticut
Patricia A. Edwards, PhD, Department of Teacher Education, College of Education, Michigan State University, Lansing, Michigan
Linnea Ehri, PhD, PhD Program in Educational Psychology, The Graduate Center, City University of New York, New York, New York
Douglas Fisher, PhD, School of Teacher Education, College of Education, San Diego State University, San Diego, California
Peter J. Fisher, PhD, National College of Education, National-Louis University, Wheeling, Illinois
Nancy Frey, PhD, School of Teacher Education, College of Education, San Diego State University, San Diego, California
Linda B. Gambrell, PhD, School of Education, Clemson University, Clemson, South Carolina
Eugene E. Garcia, PhD, Department of Curriculum and Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, Arizona
Georgia Earnest García, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign
Perry Gilmore, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona
Norma González, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona
Susie M. Goodin, MA, Graduate School of Education, University of California Berkeley, Berkeley, California
Edmund W. Gordon, PhD, Teachers College, Columbia University, New York, New York; Department of Psychology, Yale University, New Haven, Connecticut
John T. Guthrie, PhD, Department of Human Development, University of Maryland, College Park, Maryland
Kris Gutiérrez, PhD, Graduate School of Education and Information Studies, University of California, Los Angeles, California
Douglas K. Hartman, PhD, Departments of Teacher Education and Educational Psychology, College of Education, Michigan State University, Lansing, Michigan
Robert T. Jiménez, PhD, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Melanie R. Kuhn, PhD, Department of Literacy and Language, Counseling and Development, School of Education, Boston University, Boston, Massachusetts
Diane Lapp, EdD, School of Teacher Education, College of Education, San Diego State University, San Diego, California
Carol D. Lee, PhD, Learning Sciences Doctoral Program, School of Education and Social Policy, Northwestern University, Evanston, Illinois
Donald J. Leu, PhD, Departments of Curriculum and Instruction and Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut
Cheryl A. McLean, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey
Gwendolyn Thompson McMillon, PhD, Department of Reading and Language Arts, School of Education and Human Services, Oakland University, Rochester, Michigan
J. Gregory McVerry, MA, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut
Luis Moll, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona
Danette A. Morrison, BS, Department of Human Development, University of Maryland, College Park, Maryland
Lesley Mandel Morrow, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey
Honorine Nocon, PhD, School of Education and Human Development, University of Colorado, Denver, Colorado
W. Ian O'Byrne, MEd, Neag School of Education, University of Connecticut, Storrs, Connecticut
Jeanne R. Paratore, EdD, Department of Developmental Studies and Counseling Psychology, School of Education, Boston University, Boston, Massachusetts
Django Paris, PhD, Department of English, Arizona State University, Tempe, Arizona
P. David Pearson, PhD, Language and Literacy, Society and Culture Program, Graduate School of Education, University of California Berkeley, Berkeley, California
Julie L. Pennington, PhD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Nevada
Pedro Portes, PhD, Department of Counseling and Human Development Services, College of Education, University of Georgia, Athens, Georgia
Taffy E. Raphael, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, Chicago, Illinois
Timothy Rasinski, PhD, Teaching, Leadership, and Curriculum Studies, College of Education, Kent State University, Kent, Ohio
D. Ray Reutzel, PhD, School of Teacher Education and Leadership, Emma Eccles Jones College of Education and Human Services, Utah State University, Logan, Utah
Iliana Reyes, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona
Nancy L. Roser, PhD, Department of Curriculum and Instruction, College of Education, University of Texas at Austin, Austin, Texas
Jennifer Rowsell, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey
Eliane Rubinstein-Ávila, EdD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona
Robert Rueda, PhD, Rossier School of Education, University of Southern California, Los Angeles, California
Spencer Salas, PhD, Department of Middle, Secondary, and K-12 Education, College of Education, University of North Carolina at Charlotte, Charlotte, North Carolina
Karen Spear-Ellinwood, JD, EdS, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona
Brad L. Teague, MA, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Dianna Townsend, EdD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Nevada
Susan Watts Taffe, PhD, Division of Teacher Education, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio
Catherine M. Weber, MEd, Department of Literacy, Language, and Culture, College of Education, University of Illinois at Chicago, Chicago, Illinois
Ann-Marie Wiese, PhD, WestEd, San Francisco, California
Leisy Wyman, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona
Lisa Zawilinski, MS, Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, Connecticut