‘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!
表中的内容
Preface
Acknowledgments
About the Authors
1. Teaching Children to Read – Bob Algozzine, Festus E. Obiakor, Ellissa Brooks Nelson, Jeffery P. Bakken
2. Improving Phonological Processing – Dorothy J. O′Shea, Jodi Katsafanas
3. Improving Decoding and Structural Analysis Skills – Dorothy J. O′Shea, Jodi Katsafanas, Kelly Holloway
4. Improving Fluency – Michelle Mc Collins, Dorothy J. O′Shea
5. Improving Vocabulary – Shobana Musti-Rao, Renee O. Hawkins, Gwendolyn Cartledge, Cheryl Utley
6. Improving Comprehension – Jeffery P. Bakken
7. Culturally Responsive Literacy Instruction for All – Festus E. Obiakor, Darren J. Smith
Appendixes
References
Index
关于作者
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.
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