Culturally Responsive Literacy Instruction

Edited by:

Bob Algozzine - University of North Carolina at Charlotte, USA
Dorothy J. O'Shea - Slippery Rock University of Pennsylvania
Festus E. Obiakor - Valdosta State University, USA

Other Titles in:
Diversity | Literacy, K-12 | Teaching Methods & Learning Styles

October 2008 | 208 pages | Corwin

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.

Preface

Acknowledgments

About the Authors

Bob Algozzine, Festus E. Obiakor, Ellissa Brooks Nelson, Jeffery P. Bakken

1. Teaching Children to Read

Dorothy J. O'Shea, Jodi Katsafanas

2. Improving Phonological Processing

Dorothy J. O'Shea, Jodi Katsafanas, Kelly Holloway

3. Improving Decoding and Structural Analysis Skills

Michelle McCollins, Dorothy J. O'Shea

4. Improving Fluency

Shobana Musti-Rao, Renee O. Hawkins, Gwendolyn Cartledge, Cheryl Utley

5. Improving Vocabulary

Jeffery P. Bakken

6. Improving Comprehension

Festus E. Obiakor, Darren J. Smith

7. Culturally Responsive Literacy Instruction for All

Appendixes

References

Index

"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

Brighton Middle School, Birmingham, AL

"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

Cobb County Schools, GA

"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

Southern Illinois University

"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

Preview this book

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Sample Materials & Chapters

Preface

Chapter 1: Teaching Children How to Read

Bob Algozzine

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and... More About Author

Dorothy J. O'Shea

Dorothy J. (Doris) O’Shea, Ph.D., currently with the Chester County Intermediate Unit, Downingtown, Pennsylvania, taught Special Education courses at the tertiary level for more than 25 years, after receiving her doctorate in Special Education from the Pennsylvania State University in 1983. Additionally, she worked as a Special Education classroom teacher and school administrator for more than 11 years. During her 36-year career, Dr. O’Shea developed an independent line of research and scholarship related to literacy, instructional strategies, legal issues, and work with diverse families. In addition to securing extramural research funding... More About Author

Festus E. Obiakor

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... More About Author

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