| |
| |
| Foreword: Every Child Must Be Visible If We Are to Succeed as a World-Class Nation | |
| |
| |
| |
| Introduction | |
| |
| |
| |
| |
| 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 | |
| |
| |
| |
| |
| 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 | |
| |
| |
| |
| |
| Strategies for Teaching | |
| |
| |
| |
| 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 | |
| |
| |
| |
| |
| 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 Right | |
| |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |