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Reading instruction for diverse classrooms : research-based, culturally responsive practice

Publication Type:

Book

Source:

Solving problems in the teaching of literacy, Guilford Press, New York, p.300 (2011)

Call Number:

Cubb LB1573 .M3917 2011

URL:

http://searchworks.stanford.edu/view/8835367

Keywords:

Children--Books and reading--United States, Language arts (Elementary)--United States, Multicultural education--United States, Reading (Elementary)--Social aspects--United States, Reading (Elementary)--United States

Abstract:

Contents: Reading instruction for diverse populations -- How children learn to read -- CHildren who struggle with reading -- Classroom community and discourse practices in research-based, culturally responsive classrooms -- Word study : phonemic awareness and phonics -- Fluency -- Comprehension -- More comprehension tools : vocabulary and the instructional conversation -- Writing -- New literacies -- Research-based, culturally responsive reading instruction in second grade -- Research-based, culturally responsive reading instruction in fifth grade -- Family involvement -- "What if my students still need help?" : effective reading interventions.; Summary: Provides guidance for implementing research-based reading instruction that is responsive to students' diverse cultural and linguistic backgrounds. Structured around the "big five" core topics of an effective reading program--phonemic awareness, phonics, fluency, vocabulary, and comprehension--the book explains tried-and-true teaching strategies for fostering all students' achievement -- From publisher description.

Publication Language:

eng