Multicultural Perspectives on Literacy Research

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Au K. H. Mason J. M. (1983). Cultural congruence in classroom participation structures: Achieving a balance of rights. Discourse Processes, 6, 145–167.

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Barnitz J. G. (1986). Toward understanding the effects of cross-cultural schemata and discourse structure on second language comprehension. Journal of Reading Behavior, 18, 95–116.

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Cummins J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.

Delgado-Gaitan C. (1990). Literacy for empowerment: The role of parents in children's education. Bristol, PA: Falmer.

Delpit L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280–298.

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Erickson F. (1993). Transformation and school success: The politics and culture of educational achievement. In Jacob E. Jordan C. (Eds.), Minority education: Anthropological perspectives (pp. 27–51). Norwood, NJ: Ablex.

Erickson F. (1984). School literacy, reasoning, and civility: An anthropologist's perspective. Review of Educational Research, 54, 525–546.

Ferdman B. M. Weber R. (1994). Literacy across languages and cultures. In Ferdman B. M. Weber R. Ramirez A. G. (Eds.), Literacy across languages and cultures (pp. 3–29). Albany: State University of New York Press.

Floyd P. Carrell P. L. (1987). Effects on ESL reading of teaching cultural content schemata. Language Learning, 37, 89–108.

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Geva E. Wade-Woolley L Shany M. (1993). The concurrent development of spelling and decoding in two different orthographies. Journal of Reading Behavior, 25, 383–406.

Giroux H. A. (1987). Critical literacy and student experience: Donald Graves' approach to literacy. Language Arts, 64, 175–181.

Giroux H. A. (1988). Literacy and the pedagogy of voice and political empowerment. Educational Theory, 38, 61–75.

Goldenberg C. (1987). Low-income Hispanic parents' contributions to their first-grade children's word-recognition skills. Anthropology & Education Quarterly, 18, 149–179.

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Hamilton V. (1968). The house of Dies Drear. Illus. by Keith E. . New York: Macmillan.

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Kincheloe J. L. McLaren P. L. (1994). Rethinking critical theory and qualitative research. In Denzin N. K. Lincoln Y. S. (Eds.), Handbook of qualitative research (pp. 138–157). Thousand Oaks, CA: Sage.

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McCaskill B. (1994a). Literacy in the loophole of retreat: Harriet Jacobs's nineteenth-century narrative. In Ferdman B. M. Weber R. Ramirez A. G. (Eds.), Literacy across languages and cultures (pp. 199–220). Albany: State University of New York Press.

McCaskill B. (1994b). A stamp on the envelope upside down means love; or, literature and literacy in the multicultural classroom. In Miller S. M. McCaskill B. (Eds.), Multicultural literature and literacies (pp. 77–102). Albany: State University of New York Press.

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McLaughlin B. (1994). First and second language literacy in the late elementary grades. In McLeod B. (Ed.), Language and learning: Educating linguistically diverse students (pp. 179–198). Albany: State University of New York Press.

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Muhammad H. (1994). Multicultural literacy in a middle school writing workshop. In Miller S. M. McCaskill B. (Eds.), Multicultural literature and literacies (pp. 219–227). Albany: State University of New York Press.

Ogbu J. (1993). Variability in minority school performance: A problem in search of an explanation. In Jacob E. Jordan C. (Eds.), Minority education: Anthropological perspectives (pp. 83–111). Norwood, NJ: Ablex.

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Purves A. (1994). The ideology of canons and cultural concerns in the literature curriculum. In Miller S. M. McCaskill B. (Eds.), Multicultural literature and literacies: Making space for difference (pp. 105–127). Albany: State University of New York Press.

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Reyes de la M.Luz. (1991). A process approach to literacy instruction for Spanish-speaking students: In search of a best fit. In Hiebert E. H. (Ed.), Literacy for a diverse society: Perspectives, practices, and policies (pp. 157–171). New York: Teachers College Press.

Rueda R. (1991). Characteristics of literacy programs for language minority students. In Hiebert E. H. (Ed.), Literacy for a diverse society: Perspectives, practices, and policies (pp. 93–107). New York: Teachers College Press.

Saravia-Shore M. Arvizu S. F. (Eds.). (1992). Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms. New York: Garland.

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Taxel J. (1989). Children's literature as an ideological text. In Giroux H. A. McLaren P. (Eds.), Critical pedagogy, the state, and cultural struggle (pp. 205–221). Albany: State University of New York Press.

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Watson-Gegeo K. A Boggs S. T. (1977). From verbal play to talk story: The role of routine in speech events among Hawaiian children. In Ervin-Tripp S. Mitchell-Kernan C. (Eds.), Child discourse (pp. 67–90). New York: Academic Press.

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Zanger V. V. (1994). “Not joined in”: The social context of English literacy development for Hispanic youth. In Ferdman B. M. Weber R. Ramirez A. G. (Eds.), Literacy across languages and cultures (pp. 171–198). Albany: State University of New York Press.