Index
Addressing Diversity in Literacy Instruction
ISBN: 978-1-78714-049-3, eISBN: 978-1-78714-048-6
ISSN: 2048-0458
Publication date: 3 November 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Ortlieb, E. and Cheek, E.H. (Ed.) Addressing Diversity in Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 8), Emerald Publishing Limited, Leeds, pp. 273-285. https://doi.org/10.1108/S2048-045820170000008015
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
academic language
, 79–80, 81
academic vocabulary journal
, 82–83
ACCESS.
, See Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS)
access to complex texts
, 10–13, See also Complex text, access to text; Opportunities to learn (OTL); Reading
accurate literacy learning information
, 6
adolescent classrooms, ELL educators and
, 57, 60–70
bias and validity
, 65
findings
, 65–70
Latina/o teenagers
, 66–68
participant observation
, 61–63
research design
, 60–63
state’s lack of awareness
, 69
status of education
, 69–70
teaching profession
, 69–70
agentive emergent bilinguals
, 185–187
Alarcon, Francisco
, 176
alien poem
, 182, 185
“All about Purple and Red”
, 181
alphabetic principle
, 78
alternative grammars, in written assignments
, 49
Amanti, C.
, 137
Americans with Disabilities Act
, 231, 232
Anti-bias Framework (Teaching Tolerance website)
, 150
Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS)
, 177
assistive technology
, 242–243
audio-assisted reading
, 245–246
authentic audience
, 175–176
autism, UDL for
, 239–241
autonomous reading
, 13
Averbeck, Jim
, 218
Basic Interpersonal Communicative Skills (BICS)
, 79–80
Bauer, E.
, 175
Because They Marched: The People’s Campaign for Voting Rights that Changed America (Freedman)
, 221–222
Beck, I. L.
, 81
Benchmark Assessment System (BAS)
, 24, 24t–25t
Bickmore, K.
, 148–149
BICS.
, See Basic Interpersonal Communicative Skills (BICS)
bilinguals.
, See Emergent bilinguals, multimodal literacy and; Reading Recovery (RR)
Billings, L.
, 161
Blachman, B. A.
, 79
Blackburn, M. V.
, 139, 147–148
Black Community Crusade for Children
, 253
The Book Thief (Wiesel)
, 143
Boom Beach
, 186
Boon, H. J.
, 6
Branded by the Pink Triangle,
, 143
Branded by the Pink Triangle (Setterington)
, 143
Brinson, S.
, 210
Cahill, B. J.
, 149
CALP.
, See Cognitive Academic Language Proficiency (CALP)
Canagarajah, S.
, 38, 51
capacity methods, for vocabulary instruction
, 81
CAST.
, See Center for Applied Special Technology (CAST)
Center for Applied Special Technology (CAST)
, 231, 232
Center for Successful Fathering
, 99
Certo, J.
, 160
Chicago (Sandburg)
, 48
Children’s Defense Fund (CDF)
, 252–255, See also Freedom Schools
children’s literature, rubric, for
, 207–225
categories
, 219–222
continuum
, 214–219
development
, 212–214
discussion
, 222–224
limitations and possibilities
, 224–225
methods
, 211–212
overview
, 208–209
problem background
, 209–210
choral reading
, 245
Civil Rights Movement
, 252, 253
Clark, C. T.
, 139
classroom activities, vocabulary instruction
, 81–83
close reading
, 11–12
code-meshing, in oral language
, 48–49
Cognitive Academic Language Proficiency (CALP)
, 79–80
collaboration
defined
, 159
synergistic
, 160–161
collaborative learning
, 159
Colomer, S.
, 175
complex text, access to text
, 10–13
close reading
, 11–12
learning intentions
, 10
modeling
, 11
peer-led reading tasks
, 12
scaffolding reading
, 12
think-aloud techniques
, 11
comprehension strategies, reading
, 11, See also Reading
Confessions of a Former Bully (Ludwig)
, 254
content purpose
, 10
Cooperative Children’s Book Center
, 209
cooperative learning
, 238
cosmopolitanism
, 195–196
creativity
, 188–189
Creswell, J. W.
, 65
critical literacy
, 118–119
instruction
, 202
Cross Cultural Adaptability Inventory
, 195
Cultural and Political Vignette (CPV)
, 120–122
homeless students
, 120–122, 125–127
twelfth grade unit of
, 125–127
understanding of student economic diversity
, 128–129
cultural experiences, in Reading Recovery (RR)
, 17–35, See also Reading Recovery (RR)
family involvement
, 31–33, 34–35
texts and
, 29–31
curriculum
, 231
content
, 19
guaranteed and viable
, 5–6
Damned Strong Love: The True Story of Willi G. and Stefan K. (Van Dijk)
, 143
Daniels, Harvey
, 162
Demény, P.
, 160
Derrida, Jacques
, 56
Developmental Research Sequence Method (DRS)
, 61–62
Dia de Los Muertos
, 110
The Diary of a Young Girl (Frank)
, 143
DiCamillo, Kate
, 144
Dictionary.com
, 244
discourses
, 159
A Doll’s House (Isben)
, 143
Dominie Reading and Writing Assessment Portfolio
, 26
Dragon Dictation
, 240, 244
Drowned City: Hurricane Katrina and New Orleans (Brown)
, 221
DRS.
, See Developmental Research Sequence Method (DRS)
DuFour, R.
, 5
Duke, N. K.
, 211, 224
Durán, L.
, 175
Durango, Julia
, 176
dyslexia
defined
, 244
engagement
, 245–246
UDL for
, 243–246
Dyson, A.
, 174
economic diversity of students
, 128–129
Edelman, Marian Wright
, 253
education
chalenges
, 59–60
complexity and systemic change in
, 59
humanizing
, 58–59
status of
, 69–70
Eisner, E. W.
, 196–197
ELA.
, See English language arts (ELA) instruction
ELL.
, See English language learners (ELL)
ELL educators, adolescent classrooms and
, 57, 60–70
bias and validity
, 65
findings
, 65–70
Latina/o teenagers
, 66–68
participant observation
, 61–63
research design
, 60–63
state’s lack of awareness
, 69
status of education
, 69–70
teaching profession
, 69–70
emergent bilinguals, multimodal literacy and
, 171–189, See also Reading Recovery (RR)
affordances
, 176
agentive and empowered
, 185–187
alien poem
, 182, 185
capturing perspectives
, 177–178
communication channels
, 175–176
findings
, 178–187
funds of knowledge
, 173, 179, 180
home resources
, 182
learning beyond linguistic
, 173–174
literacy lessons learned from
, 187–189
mother as resource
, 181
moving towards change
, 189
overview
, 172–173
sign making
, 174–175
text designers
, 176–177
empowerment
, 167
encouragement
, 165–166
engagement, UDL and
, 234
autism
, 240–241
dyslexia
, 245–246
English Learners
, 238–239
intellectual disability
, 243
English language arts (ELA) instruction
, 3, 4
English language learners (ELL)
, 73–86, See also ELL educators, adolescent classrooms and
fluency instruction
, 83–86
overview
, 74–75
phonics instruction
, 77–79
reading instruction
, 76–86
UDL for
, 236–239
vocabulary instruction
, 79–83
enjoyment
, 166
enlistment
, 165
equity
defined
, 166
OTL
, 1–13
recommendations for
, 3
equity stance
developing strategies to strengthen
, 50–51
to writing and grammar instruction
, 50
ESSA.
, See Every Student Succeeds Act (ESSA)
ethnographic inquiry
, 115–131
Every Student Succeeds Act (ESSA)
, 230–231, 232–233, 235
Excellent Ed (McAnulty)
, 218
expectation
, 166
experimental learning
, 189
explicit instruction, for vocabulary
, 80
expression, UDL and
, 234, 242–243, 244–245, See also Universal Design for Learning (UDL)
autism
, 240
dyslexia
, 244–245
English Learners
, 238
intellectual disability
, 242–243
Facebook
, 107–109
Farizan, Sarah
, 143
fatherhood, as radical fathering
, 104–106
Federal Summer Feeding Program
, 260
Finn, Patrick
, 128
Florida Agricultural and Mechanical University (FAMU)
, 255–256
Florida State University (FSU)
, 256
fluency instruction, for English language learners
, 83–86
Frank, Anne
, 143
Freedom Schools
, 251–266
books
, 254
college-aged students
, 253
core beliefs
, 262–263
counseling services
, 262
data sources
, 256
families/parents and
, 262
goal
, 261
grades and levels
, 254
Harambee
, 254, 257, 260, 261, 265
intergenerational collaboration and
, 253
IRC
, 253, 254
methods
, 255–256
reading books
, 257–261
schooling
, 262–263
serving whole child
, 261–262
social action project
, 260
staff
, 253
student scholars
, 253, 254–255
summer enrichment programs
, 253
Freedom Summer (Wiles)
, 254
Freire, P.
, 58–59, 140
Frozen,
, 180–181
The Future Generation (Martens)
, 100
Galton, M. J.
, 6
Garcia, A.
, 49
Gee, J. P.
, 159
gender
, 102–103
Gibson, K.
, 210
Giese, B.
, 210
global readiness, teaching for
, 198–203
cosmopolitanism
, 195–196
critical literacy instruction
, 202
integrated global learning
, 201–202
methods
, 196–198
multiliteracies
, 196
overview
, 194–195
situated practice
, 198, 201
transactional cross-cultural experiences
, 202–203
global ready graduate
, 194
glocalization
, 198
Gonzalez, N.
, 137
grade-level retention
, 7–10
geography as factor to
, 8
legislation
, 8
psychological impact
, 7–8
recommendations as alternatives to
, 9
social promotion and
, 8
grammar
, 37–51, See also Linguistic ideological dilemmas (LID)
descriptive approach to
, 39
equity stance to
, 50–51
overview
, 38–39
prescriptive approach to
, 39
written communication and
, 45–46
Grandpa, Is Everything Black Bad? (Holman)
, 254
Grant, K. L.
, 210
grounded theory
, 178
Hall, H. R.
, 148
Harambee
, 254, 257, 260, 261, 265
Harper, S. R.
, 252
Harry Potter series (Rowling)
, 221
Hattie, J.
, 5, 7, 8
Henkin, R.
, 58
Hermann-Wilmarth, Jill
, 142, 144–145
heteronormativity
, 138, 139, 140, 148–149
higher-order thinking
, 13
Hip Mama,
, 100
Holman, Sandy Lynne
, 254
Holmes, C. T.
, 8
Holzwarth, P.
, 176
home languages, in Reading Recovery (RR)
, 17–35, See also Reading Recovery (RR)
confidence and motivation
, 21–23
family involvement
, 31–33, 34–35
growth in speaking, reading, and writing
, 23–26
languages, connections between
, 26–27
reading strategies, connections in
, 27–28
writing strategies, connections in
, 28–30
homeless students
CPV
, 120–122, 125–127
educating, texts and discussions on
, 122–123
situated performances on supporting
, 119–120
humanizing education
, 58–59
hypermasculine
, 91
If You Could Be Mine (Farizan)
, 143
implicit instruction, for vocabulary
, 80
improvisation
, 189
integrated global learning
, 201–202
integrated reading curriculum (IRC)
, 254, 255
intellectual disability, UDL for
, 241–243
Intercultural Development Inventory
, 195
internalization, process of
, 158
International Literacy Association (ILA)
, 139
intersectional invisibility
, 142
intersectionality
, 141–142
Invitational Education (IE)
, 160
care
, 163
domains
, 163
elements
, 163
intentionality
, 164–165
optimism
, 164
respect
, 164
trust
, 164
Invitational Theory and Practice
, 160
IRC.
, See Integrated reading curriculum (IRC)
The Iridescence of Birds: A Book about Henri Matisse (MacLachlan)
, 219
Isben, Henrik
, 143
Iwai, Y.
, 210
Kidioms
, 239
King, Martin Luther, Jr.
, 252
Kozol, Jonathan
, 122, 126
Kucan, L.
, 81
Ladson-Billings, G.
, 254–255
Lambda Literary Awards
, 150
language arts classroom, valuing language diversity in
, 47–49
language purpose
, 10
Last Stop on Market Street (de la Peña)
, 222
Latina/o teenagers
, 66–68
Latino men, masculinity through zines/literacy
, 91–111, See also Moniz, Tomas; Rad Dad
overview
, 90–92
significance/implications
, 111
study findings
, 98–100
study methods
, 95–97
theoretical frameworks
, 93–95
writing and
, 92–93
learning intentions
, 10
LearnNC and Partnership for 21st Century Skills
, 194–195
Leont’ev, A. N.
, 159
LGBTQ+ identities
, 137, 138–139
LGBTQ+ inclusive classrooms
, 135–151
book lists
, 149–150
conversations with teachers
, 147–148
curricular and instructional resources
, 150–151
envisioning classrooms
, 148
including/contextualizing text
, 142–143
intersectionality
, 141–142
issues (discomfort and uncertainty)
, 148–149
literacy professionals, role of
, 138
overview
, 136–138
queer reading
, 145–147
reading straight books
, 144–145
resources for instruction
, 149–151
Teaching Tolerance website
, 150–151
texts, role of
, 138
theory and literature
, 140–142
LGBTQ+ linked text sets (LTS)
, 142–143
LID.
, See Linguistic ideological dilemmas (LID)
“Lifelines for Poor Children” (Heckman)
, 128
lifestyle differences
, 116–117
linguistic ideological dilemmas (LID)
, 39, 40–51
attention to grammar could improve/inhibit written communication
, 45–46
case study
, 41, 43, 47–49
context
, 41
grammar instruction may empower/marginalize linguistically minoritized students
, 46–47
greater linguistic flexibility in speech than writing
, 43–44
interviews
, 41
methods of study
, 40–43
valuing language diversity, case study
, 47–49
linguistic push pull
, 40
linked text sets (LTS)
, 142–143
literacy achievement.
, See Navajo school, revitalize literacy achievement in
“Literacy Education for Diverse Learners”
, 117
Literacy with an Attitude: Educating Working Class Children in Their Own Self-Interest (Finn)
, 128
literature circles
, 156, 160, 162
impact of
, 168
LivescribeSmartpen
, 244
Living at the Edge of the World: How I survived in the Tunnels of Grand Central Station (Bolnick & Bolnick)
, 126
Lopez, Steve
, 126
Louder Than a Bomb (Siskel & Jacobs)
, 48
LTS.
, See Linked text sets (LTS)
Ludwig, Trudy
, 254
Mace, Ron
, 231
machismo
, 90
Martens, China
, 100
Martin-Chang, S.
, 11
Marzano, R. J.
, 5
masculinity
, See also Latino men, masculinity through zines/literacy
machismo and
, 90
performance
, 90
radical fathering
, 104–106
reconstructing, through literacy
, 100–104
writing and
, 92–93
Matusitz, J.
, 159
Maurer, B.
, 176
McAnulty, Stacy
, 218
McBee Orzulak, M. J.
, 39, 40, 43, 47, 50, 51
McClintock, B.
, 11
McKeown, M. G.
, 81
McKinney-Vento Homeless Education Assistance Improvements Act
, 122–123, 125
Mehana, M. A.
, 5
Meyer, E. J.
, 140–141
Michael-Luna, S.
, 38, 51
Miller, J. A.
, 160
Mississippi Freedom Summer Project
, 252–253
mixed methods
, 196
mobility, impact of
, 4–7
accurate information about learning profile
, 6
guaranteed and viable curriculum
, 5–6
meta-analysis
, 5
social relationships
, 6–7
modeling, reading
, 11
The Mole People: Life in the Tunnels beneath New York City (Toth)
, 126
Moll, L. C.
, 137
Moniz, Tomas
, 95–97
community building
, 107–111
Facebook presence
, 107–109
fathering experience
, 104–106
gender and
, 102–103
mission and purpose
, 99–100
poetry and
, 102
storytelling
, 101
writing
, 100–104
Morris Micklewhite and the Tangerine Dress (Baldacchino)
, 145–146
Morton, J. K.
, 210
mother as resource
, 181
Moxley, K.
, 160
multilingualism
, 174
multiliteracies
, 174, 196
multimedia methods, for vocabulary instruction
, 81
multimodal literacy, emergent bilinguals and
, 171–189
affordances
, 176
agentive and empowered
, 185–187
capturing perspectives
, 177–178
communication channels
, 175–176
funds of knowledge
, 173, 179, 180
learning beyond linguistic
, 173–174
literacy lessons learned from
, 187–189
moving towards change
, 189
overview
, 172–173
sign making
, 174–175
text designers
, 176–177
National Association of School Psychologists
, 9
National Council of Teachers of English (NCTE)
, 139
National Educational Technology Plan
, 231
National Education Association
, 91
National Reading Panel
, 80, 81
Native Americans
, 156
oral traditions
, 156
Navajo English
, 159
Navajo Nation Research Review Board
, 161
Navajo school, revitalize literacy achievement in
, 155–169
care
, 163
Chapters supporting
, 161
community building
, 161–162
empowerment
, 167
encouragement
, 165–166
enjoyment
, 166
enlistment
, 165
equity
, 166
expectation
, 166
intentionality
, 164–165
optimism
, 164
respect
, 164
trust
, 164
NCLB.
, See No Child Left Behind (NCLB)
NCTE.
, See National Council of Teachers of English (NCTE)
Neff, D.
, 137
New Literacy Studies (NLS)
, 157–158
Newslela
, 237
NFFS.
, See North Florida Freedom Schools (NFFS)
The Night before Christmas (Moore)
, 214–215
No Child Left Behind (NCLB)
, 125, 232
North Florida Freedom Schools (NFFS)
, 255
novice teachers’ definitions of student diversity
, 115–131, See also Homeless students
CPV.
, See Cultural and Political Vignette (CPV)
ethnographic research design and framework
, 118–129
exposure to texts and discussions
, 122–123
findings and implications
, 129–131
situated performances
, 119–120
O’Donnell-Allen, C.
, 49
One Word from Sophia (Averbeck)
, 218
Open Our Eyes: Seeing the Invisible People of Homelessness (Hendricks)
, 126
opportunities to learn (OTL)
, 1–13
access to complex texts and
, 10–13
defined
, 3
grade-level retention
, 7–10
mobility and
, 4–7
overview
, 2–3
time distribution
, 3
oral language, code-meshing in
, 48–49
oral traditions, Native Americans
, 156
the other
, 56–57
Other Kinds of Families: Embracing Diversity in Schools (Turner-Vorbeck & Marsh)
, 122
OTL.
, See Opportunities to learn (OTL)
Our Tree Named Steve (Zweibel)
, 213
Pearson, P. David
, 160
“The Pedagogy of Poverty Versus Good Teaching” (Haberman)
, 128
peer-led discussion of text
, 12
“Perspectives for a Diverse America” (Teaching Tolerance website)
, 150–151
Pesco, D.
, 11
phonics instruction, for English language learners
, 77–79
alphabetic principle
, 78
six syllable types
, 79
PISA.
, See Program for International Student Assessment (PISA)
play
, 188–189
Play Sight Words
, 239
pleasure, wide reading for
, 12–13
“A Poem of Changgan” (Li Po)
, 143
“Poor Teaching for Poor Children in the Name of Reform” (Kohn)
, 128
Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (Garcia and O’Donnell-Allen)
, 49–50
Presiado, V.
, 175
Program for International Student Assessment (PISA)
, 4
Purdie-Vaughns, V.
, 142
Purkey, William
, 166
QR codes
, 236, 237, 247
Quality Matters
, 230
Queens College of the City University of New York
, 116
Queering Elementary Education (Bickmore)
, 148–149
queer reading, of LGBTQ+ inclusive text
, 145–147
Rachel and Her Children: Homelessness in America (Kozol)
, 122, 126
Rad Dad,
, 95
community building
, 107–111
data collection and analysis
, 96–97
as personal and political
, 100
purpose
, 99–100
radical fathering
, 104–106
structure and format
, 98–99
themes in
, 100–106
radical fathering
, 104–106
Rainbow Book List
, 150
Rao, A.
, 189
reading
close
, 11–12
as dialogic activity
, 160
modeling
, 11
peer-led reading tasks
, 12
for pleasure and study
, 12–13
scaffolding
, 12
think-aloud techniques
, 11
reading instruction, for English language learners
, 76–86
fluency instruction
, 83–86
phonics instruction
, 77–79
vocabulary instruction
, 79–83
Reading Recovery (RR)
, 17–35
analysis
, 21
data sources
, 20–21
findings
, 21–33
overview
, 18–19
participants
, 20
practical implications
, 33–35
research design
, 19–21
Reading Rockets
, 245–246
Reffitt, K.
, 160
representation, UDL and
, 233–234
autism
, 239–240
dyslexia
, 244
English Learners
, 236–238
intellectual disability
, 241–242
Roberts, T.
, 161
Romeo and Juliet (Shakespeare)
, 143
Roschelle, J.
, 159
Rosenblatt, L. M.
, 160
rubric, for diverse children’s literature
, 207–225
categories
, 219–222
continuum
, 214–219
development
, 212–214
discussion
, 222–224
limitations and possibilities
, 224–225
methods
, 211–212
overview
, 208–209
problem background
, 209–210
Ryan, Caitlin
, 142, 144–145
Ryan, C. L.
, 138
Sacks, Oliver
, 57, 58
Saliba, J.
, 8
Sam and Dave Dig a Hole (Barnett)
, 219, 221
Sandburg, Carl
, 48
Savage Inequalities (Kozol)
, 128
scaffolding reading, with complex text
, 12
Schmidt, J. J.
, 165–167
Seeing Voices (Sacks)
, 57
semantic map
, 82
Servant Leader Interns (SLI)
, 253–254, 259, 260, 262–265
Setterington, Ken
, 143
Siera, M.
, 210
Sight Word Bingo
, 239
sign making
, 174–175
Simi, D.
, 159
Sing! Karaoke App
, 246
situated literacy
, 157–158
collaborative learning and
, 159
situated performances on supporting homeless students
, 119–120, See also Cultural and Political Vignette (CPV)
situated practice
, 198, 201
The Skin that We Speak and Other Kinds of Families,
, 130
SLI.
, See Servant Leader Interns (SLI)
Smith, J. M.
, 147–148
Smitherman, G.
, 38, 40
Smolkin, G. B.
, 147
Smule
, 246
Snow, C. E.
, 81
social language
, 79–80
social languages
, 159
social purpose
, 10
social relationships
, 6–7
social semiotics
, 174–175
sociocultural constructivism
, 158
socioeconomic status (SES)
, 76
The Soloist: A Lost Dream, An Unlikely Friendship and the Redemptive Power of Music (Lopez)
, 126
Southern Poverty Law Center’s Teaching Tolerance.
, See Teaching Tolerance website
speech, linguistic flexibility
, 43–44
spontaneity
, 189
Standards for the Preparation of Literacy Professionals 2017 (ILA)
, 139
Stewart B. McKinney Act of 1987
, 125
Stonewall Book Awards
, 150
Story Kit
, 244
Street, B.
, 158
student VOC strategy
, 83
study, wide reading for
, 12–13
Swords, R.
, 46, 51
syllable types
, 79
synergistic collaboration
, 160–161
Szasz, T. S.
, 56
The Tale of Despereaux (DiCamillo)
, 144–145
Tallahassee, Florida
, 255
Tangel, D. M.
, 79
TEA.
, See Texas Education Agency (TEA)
teachers
, See also ELL educators, adolescent classrooms and; Novice teachers’ definitions of student diversity
linguistic ideological dilemmas
, 39, 40–51
students economic diversity and
, 128–129
UDL implications for
, 246–247
teaching for global readiness
, 198–203
cosmopolitanism
, 195–196
critical literacy instruction
, 202
integrated global learning
, 201–202
methods
, 196–198
multiliteracies
, 196
overview
, 194–195
situated practice
, 198, 201
transactional cross-cultural experiences
, 202–203
Teaching Tolerance website
, 150–151
Anti-bias Framework
, 150
“Perspectives for a Diverse America”
, 150–151
strength of
, 151
Teasley, S. D.
, 159
Texas Education Agency (TEA)
, 244
texts
complex, access to
, 10–13
cultural experiences and
, 29–31
LGBTQ+ inclusive classroom
, 138, 142–143, 145–147
linked text sets (LTS)
, 142–143
peer-led discussion of
, 12
Thank You, Mr. Falker (Polacco)
, 222
Theilheimer, R.
, 149
Thein, A. M.
, 149
think-aloud techniques
, 11
Ticknor, A. S.
, 138
Tomlinson, C. A.
, 163
Too Hot, Too Cold (Arnold)
, 221
transactional cross-cultural experiences
, 202–203
Transactional Theory of Literacy
, 160
Tree of Cranes (Say)
, 214
Tschida, C. M.
, 138
UDL.
, See Universal Design for Learning (UDL)
universal design (UD)
concept
, 231
philosophy
, 232
Universal Design for Learning (UDL)
, 229–247
autism
, 239–241
dyslexia
, 243–246
English Learners (ELs)
, 236–239
ESSA
, 230–231, 232–233, 235
framework
, 233–234
goal of
, 232
intellectual disability
, 241–243
origin
, 231–232
overview
, 230–231
philosophy
, 231
policy
, 232–233
principles for planning and application
, 234–246
technology tools
, 234
Urban Dictionary
, 99
Van Dijk, Lutz
, 143
Van Horn, S.
, 174, 189
Van Sluys, K.
, 189
virtual environments
, 175
virtual reality (VR) tools
, 237
visual schedule
, 242
vocabulary instruction, for English language learners
, 79–83
academic language
, 79–80, 81
association methods
, 81
capacity methods
, 81
classroom activities
, 81–83
explicit instruction
, 80
implicit instruction
, 80
multimedia methods
, 81
social language
, 79–80
Vocabulary PCS
, 239
Vygotsky, Lev
, 158, 233
Warren, J. R.
, 8
We Need Diverse Books,
, 224
Wheeler, R. S.
, 46, 51
wide reading
, 12–13
Wiles, Deborah
, 254
writing
equity stance to
, 50
home languages and experience
, 29–31
linguistic flexibility
, 43–44
and masculinity
, 92–93, See also Moniz, Tomas; Rad Dad
written assignments, alternative grammars in
, 49
written communication, attention to grammar and
, 45–46
Young, C. A.
, 147
YouTube
, 172, 174
Zapata, A.
, 174, 189
zines
, 92–93, See also Rad Dad
Zone of Proximal Development (ZPD)
, 233
ZPD.
, See Zone of Proximal Development (ZPD)
- Prelims
- Toward Equity Through Opportunities to Learn Literacy
- More Than One Voice: Utilizing Students’ Home Languages and Cultural Experiences in Reading Recovery
- Teaching Grammar While Valuing Language Diversity: Urban Teachers Navigating Linguistic Ideological Dilemmas
- Multicultural ELL Educators’ Perspectives of Sociocultural Dynamics in the Adolescent Classrooms
- Scenarios and Suggestions: Literacy Instruction for English Language Learners
- Rad Dad: A Chicano Man (Re) Constructing Masculinity and Fatherhood through Zines
- A Qualitative Inquiry Expanding Novice Teachers’ Definitions of Student Diversity to Include Economic Disparities and Lifestyle Differences
- Reading Toward Equity: Creating LGBTQ+ Inclusive Classrooms through Literary and Literacy Practices
- Accentuating Social and Cultural Connections to Revitalize Literacy Achievement
- Building on Emergent Bilinguals’ Funds of Knowledge Using Digital Tools for Literacy
- Teaching for Global Readiness: A Model for Locally Situated and Globally Connected Literacy Instruction
- Utilizing a Rubric to Identify Diversity in Children’s Literature
- Addressing Diversity through the Universal Design for Learning Lens
- The Fierce Urgency of Now: CDF Freedom Schools and Culturaly Relevant Pedagogy
- Index