Product Description
by Bob Algozzine (Editor), Dorothy J. O′shea (Editor), Festus E. Obiakor (Editor)
"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!
Author Biography
Dorothy J. O′Shea, Ph.D., has worked in the special education field for more than 30 years. Her roles include college professor, special education teacher, public school administrator, and family liaison. Currently, she is on the special education faculty of Slippery Rock University of Pennsylvania. Additionally, she serves as a special education due process hearing officer in Pennsylvania. Dorothy has received both state and federal grants on the preparation and training of special educators, general educators, and school administrators. As principal Investigator, her funded research has targeted teachers′ inclusion training, certification of teachers and supervisors, and teachers′ collaboration with diverse families of students with special needs. Dorothy′s published research includes more than 60 manuscripts and/or textbooks in the special education field. Her recent research targets teacher-family collaborations, instructional strategies, special educator standards and assessments, and legal issues in special education. She is on the editorial board of several special education journals.
