Multicultural issues and literacy achievement:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Mahwah, N.J. [u.a.]
Erlbaum
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 215 S. graph. Darst. |
| ISBN: | 0805844007 0805844015 |
Internformat
MARC
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| 245 | 1 | 0 | |a Multicultural issues and literacy achievement |c Kathryn H. Au |
| 264 | 1 | |a Mahwah, N.J. [u.a.] |b Erlbaum |c 2006 | |
| 300 | |a XIV, 215 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Gesellschaft | |
| 650 | 4 | |a Literacy |x Social aspects |z United States | |
| 650 | 4 | |a Language arts |x Social aspects |z United States | |
| 650 | 4 | |a Multicultural education |z United States | |
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Datensatz im Suchindex
| _version_ | 1804135108923359232 |
|---|---|
| adam_text | Contents
Preface xi
1 Students of Diverse Backgrounds and the Literacy
Achievement Gap 1
Pluralist and Assimilationist Stances 2
Students of Diverse Backgrounds: Facts and Figures 4
The Concept of Culture 8
Literacy in the Age of Globalization 12
The Literacy Achievement Gap 15
Summary 17
2 Understanding the Gap: Explanations and Solutions 18
Explanations for the Literacy Achievement Gap 18
Explanations at a Macrolevel 19
Explanations at the Classroom Level 22
Summary 36
3 Discourses and Literacy in the Home and Community 37
Multiple Literacies 27
Translating as a Family Literacy Practice 41
Literacy Demands in the Inner City 43
Gee s Concept of Discourse 45
Primary and Secondary Discourses 48
Summary 53
vii
yüi CONTENTS
4 Workshop Approaches to Literacy Learning 55
Acquisition Versus Learning 55
Application to Classroom Literacy Learning 56
Workshop Approaches 59
Readers Workshop Example: Book Club Plus 60
General Principles for Strengthening Literacy Instruction 71
Summary 74
5 Ownership and Building a Classroom Community 75
Ownership of Literacy 75
Anthropological Perspectives 77
Creating a Literate Classroom Community 87
Summary 93
6 Providing Instruction in Reading Comprehension
Strategies 94
Importance of Higher Level Thinking 94
When Should Comprehension Strategies Be Taught? 96
What Comprehension Strategies Should Be Taught? 98
How Should Comprehension Strategies Be Taught? 104
Summary 111
7 Culturally Responsive Instruction in Multiethnic
Classrooms 113
Key Characteristics of Culturally Responsive Instruction 113
Responses to Frequently Asked Questions 115
Curriculum Content 120
Social Processes in the Classroom 122
Summary 132
8 Second Language Learners, Multiliteracy, and the
Language of Power 133
English Language Learners 133
Research Findings 138
Two Pronged Approach 141
Fostering a Multiliterate Classroom Environment 141
Assessing Students Literacy in the Primary Language and in
English 145
Following Consistent Routines 147
Providing Comprehensible Input 149
Using the Primary Language as a Bridge to Literacy 149
Summary 152
CONTENTS ix
9 Effective Instruction of Phonics and Other Skills 153
Perspective on Skill Instruction 153
Provide a Meaningful Context for Skill Instruction 156
Provide Instruction to Address All Three Stages of Word
Identification Development 158
Teach Skills in an Integrated Manner to Strengthen Students
Understandings and Allow Time for Instruction in
Comprehension and Higher Level Thinking 165
Teach According to a Six Step Process That Leads to the
Independent Application of Skills 169
Summary 172
10 Schoolwide Change to Improve Literacy Achievement 173
The Staircase Curriculum 173
Whole School Reform Models and Package Programs 176
Dimensions of School Change 177
Standards and the Staircase Curriculum 180
Rationale for the Standards Based Change Process 181
The To Do List 182
Regular Reporting and Rising Expectations 192
Concluding Comments 193
References 195
Author Index 209
Subject Index 213
|
| adam_txt |
Contents
Preface xi
1 Students of Diverse Backgrounds and the Literacy
Achievement Gap 1
Pluralist and Assimilationist Stances 2
Students of Diverse Backgrounds: Facts and Figures 4
The Concept of Culture 8
Literacy in the Age of Globalization 12
The Literacy Achievement Gap 15
Summary 17
2 Understanding the Gap: Explanations and Solutions 18
Explanations for the Literacy Achievement Gap 18
Explanations at a Macrolevel 19
Explanations at the Classroom Level 22
Summary 36
3 Discourses and Literacy in the Home and Community 37
Multiple Literacies 27
Translating as a Family Literacy Practice 41
Literacy Demands in the Inner City 43
Gee's Concept of Discourse 45
Primary and Secondary Discourses 48
Summary 53
vii
yüi CONTENTS
4 Workshop Approaches to Literacy Learning 55
Acquisition Versus Learning 55
Application to Classroom Literacy Learning 56
Workshop Approaches 59
Readers' Workshop Example: Book Club Plus 60
General Principles for Strengthening Literacy Instruction 71
Summary 74
5 Ownership and Building a Classroom Community 75
Ownership of Literacy 75
Anthropological Perspectives 77
Creating a Literate Classroom Community 87
Summary 93
6 Providing Instruction in Reading Comprehension
Strategies 94
Importance of Higher Level Thinking 94
When Should Comprehension Strategies Be Taught? 96
What Comprehension Strategies Should Be Taught? 98
How Should Comprehension Strategies Be Taught? 104
Summary 111
7 Culturally Responsive Instruction in Multiethnic
Classrooms 113
Key Characteristics of Culturally Responsive Instruction 113
Responses to Frequently Asked Questions 115
Curriculum Content 120
Social Processes in the Classroom 122
Summary 132
8 Second Language Learners, Multiliteracy, and the
Language of Power 133
English Language Learners 133
Research Findings 138
Two Pronged Approach 141
Fostering a Multiliterate Classroom Environment 141
Assessing Students' Literacy in the Primary Language and in
English 145
Following Consistent Routines 147
Providing Comprehensible Input 149
Using the Primary Language as a Bridge to Literacy 149
Summary 152
CONTENTS ix
9 Effective Instruction of Phonics and Other Skills 153
Perspective on Skill Instruction 153
Provide a Meaningful Context for Skill Instruction 156
Provide Instruction to Address All Three Stages of Word
Identification Development 158
Teach Skills in an Integrated Manner to Strengthen Students'
Understandings and Allow Time for Instruction in
Comprehension and Higher Level Thinking 165
Teach According to a Six Step Process That Leads to the
Independent Application of Skills 169
Summary 172
10 Schoolwide Change to Improve Literacy Achievement 173
The Staircase Curriculum 173
Whole School Reform Models and Package Programs 176
Dimensions of School Change 177
Standards and the Staircase Curriculum 180
Rationale for the Standards Based Change Process 181
The To Do List 182
Regular Reporting and Rising Expectations 192
Concluding Comments 193
References 195
Author Index 209
Subject Index 213 |
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| spelling | Au, Kathryn H. Verfasser aut Multicultural issues and literacy achievement Kathryn H. Au Mahwah, N.J. [u.a.] Erlbaum 2006 XIV, 215 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Gesellschaft Literacy Social aspects United States Language arts Social aspects United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schreib- und Lesefähigkeit (DE-588)4481193-7 s Interkulturelle Erziehung (DE-588)4123440-6 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014627766&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Au, Kathryn H. Multicultural issues and literacy achievement Gesellschaft Literacy Social aspects United States Language arts Social aspects United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
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| title | Multicultural issues and literacy achievement |
| title_auth | Multicultural issues and literacy achievement |
| title_exact_search | Multicultural issues and literacy achievement |
| title_exact_search_txtP | Multicultural issues and literacy achievement |
| title_full | Multicultural issues and literacy achievement Kathryn H. Au |
| title_fullStr | Multicultural issues and literacy achievement Kathryn H. Au |
| title_full_unstemmed | Multicultural issues and literacy achievement Kathryn H. Au |
| title_short | Multicultural issues and literacy achievement |
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