While reading skills are necessary for life-long learning and success, many students experience reading difficulties and a disproportionate number are from culturally and linguistically diverse (CLD) backgrounds. Since students of CLD backgrounds sometimes miss basic literacy skills in the early grades, instruction in foundational literacy skills is critical. This resource illustrates how teachers can improve reading achievement for students of CLD backgrounds by combining research-supported best practices with instruction that is culturally responsive. Readers will find a range of interventions correlated with the five critical areas of reading instruction based on the National Reading Panel Report. Written by experts in the areas of cultural diversity and/or literacy, this book presents classroom techniques and learning strategies for working effectively with students from CLD backgrounds at all grade levels, from primary through to secondary school.
Publisher: SAGE Publications Inc
Number of pages: 208
Weight: 790 g
Dimensions: 279 x 215 x 11 mm
"Teaching reading is a very complex task. This book dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. It contains current research from the most reputable sources in the field of education and is a must-read for every teacher."
-- Akina Luckett-Canty, Special Education Teacher
"This book is appropriate as a resource for educational practitioners and as a textbook book for preservice teachers. The book offers realistic advice that is grounded in detailed, comprehensive, and practical action for culturally responsive instruction." -- Education Review: Brief Reviews, December 2009
"There is a sense of apprehension about working with culturally and linguistically diverse students. This book shows how to make a significant difference in helping all students achieve and reach their potential." -- Phyllis N. Levert, Special Education Employment Supervisor
"A one-of-a-kind approach to the reading instruction of culturally diverse learners. Its no-nonsense and straightforward approach is user friendly and responsive to the needs of learners with reading disadvantages." -- Gary L. Willhite, Teacher Educator
"This text addresses the literacy needs of learners who have been 'left behind.'" -- Ursula Thomas-Fair, Assistant Professor of Early Childhood Education