Synopsis
Within a clear conceptual framework, this book explores ways that teachers, reading specialists, administrators, and teacher educators can provide more effective literacy instruction to K-9 students from diverse ethnic, cultural, and linguistic backgrounds. Cutting-edge theory and research is interwoven with detailed case studies that bring to life the complexities of teaching in today's multicultural and multilingual classroom. Topics covered include:
*How and why culture matters in literacy instruction
*Drawing on students' multiple literacies in the classroom
*Motivating and engaging English-language learners
*Steps that teachers can take to heighten their cultural awareness and skills
*Tapping into family and community resources for literacy learning
About the Author
Fenice B. Boyd, PhD, is Associate Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo/m-/State University of New York. She earned her doctorate from Michigan State University in Curriculum, Teaching, and Educational Policy with a speciality in Literacy. Dr. Boyd's research centers on adolescents who struggle with literacy learning and schooling, students' responses to young adult and multicultural literature, and issues related to diversity in classrooms. At the University at Buffalo, she teaches master's and doctoral courses focused on reading comprehension research; adolescent literacy; language arts; young adult literature; and language, literacy, and culture.
Cynthia H. Brock, PhD, is Professor at the University of Wyoming, where she holds the Wyoming Excellence in Higher Education Endowed Chair in Literacy Education. Her scholarly research agenda centers on the study of opportunities for learning. Dr. Brock explores the literacy learning opportunities of elementary children from diverse cultural, linguistic, and economic backgrounds; she also explores ways to work with pre- and inservice teachers and administrators to foster children’s literacy learning opportunities. She has conducted qualitative research in cross-cultural contexts, including in the United States, Australia, England, Fiji, Thailand, Laos, Spain, Chile, and Costa Rica.
Mary S. Rozendal, PhD, is Assistant Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo -- State University of New York. She teaches literacy methods courses that center on instruction for students with disabilities, teacher collaboration in general and special education, and classroom discourse.
"About this title" may belong to another edition of this title.
