Improve reading achievement for students from diverse backgrounds with research-supported practices and culturally responsive interventions in phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension.
They offer a prescription for using strategies, selecting text, making home-school connections, and building learning communities aimed at benefiting all students. In short, this is a text that is long overdue.
This accessible book features Kâ12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high-poverty, culturally nondominant communities.
In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, ...
This highly readable book by Dr. Sharroky Hollie explores the pedagogy of culturally responsive teaching, and includes tips, techniques, and activities that are easy to implement in today's classrooms.
This book offers theoretical and practical applications for teacher educators, preservice teachers and in-service teachers in culturally responsive pedagogy.
Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 166â183). Newark, DE: International Reading Association.
Literacy for All Students Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration) Provides a protocol for observing ...
This accessible book features Kâ12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high-poverty, culturally nondominant communities.
Through the practices in this book, teachers can create the more inclusive, representative, and equitable classroom environment that all students deserve.