Reading Education Policy —
Abstract of

Barriers to Literacy for Language-Minority Children: An Argument for Change in the Literacy Education Profession

Rachel A. Grant

Shelley D. Wong

As the population of language-minority students grows and higher levels of literacy are expected for all students, more must be done to help English learners achieve educational parity with native speakers. The authors advocate that change begin with teacher education and education research.

[Note: This article is reprinted from Journal of Adolescent & Adult Literacy, 46(5), 386–394. dx.doi.org/10.1598/JAAL.46.5.2]

Grant, R.A., & Wong, S.D. (2005). Barriers to Literacy for Language-Minority Children: An Argument for Change in the Literacy Education Profession. In P. Shannon, & J. Edmondson (Eds.), Reading Education Policy (pp. 214-227). Newark, DE: International Reading Association.