What Research Has to Say About Reading Instruction —
Abstract of

Chapter 17
Multicultural Factors and the Effective Instruction of Students of Diverse Backgrounds

Kathryn H. Au

Here, “students of diverse backgrounds” refers to those who differ from the mainstream in terms of ethnicity, primary language, and social class. In some cases, these students face challenges in acquiring high levels of literacy, and frequently they perform less well on measures of achievement. The author reviews the research regarding ways to improve the education situation for these students, focusing on motivation, struggling readers, second-language learners, cultural responsiveness, and assessment.

Au, K. (2002). Multicultural Factors and the Effective Instruction of Students of Diverse Backgrounds. In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 392-413). Newark, DE: International Reading Association.