ABSTRACT
The purpose of this brief commentary is to look at issues of diversity, specifically, relationships between technology and the literacy achievement of students of diverse backgrounds. By students of diverse backgrounds, I mean students who differ from their mainstream peers along three lines: ethnicity, social class, and primary language. In the United States, students of diverse backgrounds are African American, Asian American, Latino/a, and Native American in ethnicity, and they come from poor and working class families. These students speak a home language other than standard American English, such as Spanish or African-American vernacular English.
