Abstract

Contents: Preface. G.E. Garcia, Introduction: Giving Voice to Multicultural Literacy Research and Practice. E.B. Bauer, Finding Esmerelda's Shoes: A Case Study of a Young Bilingual Child's Response to Literature. J. Dworin, Examining Children's Biliteracy in the Classroom. S.J. Meacham, Headwoman's Blues: Small Group Reading and the Interactions of Culture, Gender, and Ability. R. Lalik, L. Dellinger, R. Druggish, Fostering Collaboration Between Home and School Through Curriculum Development: Perspectives of Three Appalachian Children. T.L. McCarty, G.S. Dick, Telling the People's Stories: Literacy Practices and Processes in a Navajo Community School. L. Gunderson, J. Anderson, Multicultural Views of Literacy Learning and Teaching. R. Barrera, R.E. Quiroa, R. Valdivia, Spanish in Latino Picture Storybooks in English: Its Use and Textual Effects. S.M. Oran, From the Mountain to the Mesa: Scaffolding Preservice Teachers' Knowledge About the Cultural Contexts of Literacy. D.M. Truscott, S. Watts-Taffe, English as a Second Language, Literacy Development in Mainstream Classrooms: Application of a Model for Effective Practice. R. Rueda, E. Garcia, Assessing and Assisting Performance of Diverse Learners: A View of Responsive Teaching in Action. M.A. Moore-Hart, B.J. Diamond, J.R. Knapp, The Implementation of a Multicultural Literacy Program in Fourth- and Fifth-Grade Classrooms. F.A. Levin, M.W. Smith, D.S. Strickland, Pitfalls and Potential: Multicultural Literature and Teacher Study Groups. A.I. Willis, V.J. Harris, Afterword.

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