Handbook of Research on Literacy and Diversity

'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, Department of Teaching and Learning, Vanderbilt University, USA

Edited by Lesley Mandel Morrow, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, USA, Robert Rueda, PhD, Rossier School of Education, University of Southern California, USA, and Diane Lapp, EdD, School of Teacher Education, San Diego State University, USA

Part 1: Perspectives About Learning Among Diverse Students Relating Diversity and Literacy Theory. Policy Related to Issues of Diversity and Literacy: Implications for English Learners. What Do We Know about the Discourse Patterns of Diverse Students in Multiple Settings? Family Literacy: Recognizing Cultural Significance. Poverty and Its Relation to Development and Literacy. Language, Literacy, and Content: Adolescent English Language Learners. Part 2: Special Issues Concerning Literacy Academic English and African American Vernacular English: Exploring Possibilities for Promoting the Literacy Learning of All Children. Engaging Diverse Students in Multiple Literacies In and Out of School. 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. Roles of Engagement, Valuing, and Identification in Reading Development of Students from Diverse Backgrounds. Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling. Assessing Student Progress in the Time of No Child Left Behind. Meeting the Needs of Diverse Learners: Effective Management of Language Arts Instruction. Part 3: Strategies for Teaching Children from Diverse Backgrounds Cross-Language Transfer of Phonological, Orthographic, and Semantic Knowledge. Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds. Vocabulary Instruction for Diverse Students. Comprehension: The Means, Motive, and Opportunity for Meeting the Needs of Diverse Learners. Helping Diverse Learners to Become Fluent Readers. Part 4: Preparing Teachers to Teach Literacy to Diverse Students Teacher Knowledge in Culturally and Linguistically Complex Classrooms: Lessons from the Golden Age and Beyond. Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools. Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds. Afterword: From "Just a Teacher" to Justice in Teaching: Working in the Service of Education, the New Civil Rights.