ABSTRACT
This chapter includes four sections that examine schooling practices and contexts related to literacy development in language-minority students. They address, respectively, (a) instructional techniques designed to improve specific components of literacy, (b) comprehensive instructional programs designed to build literacy, (c) effective classrooms and schools, and (d) school change. The chapter does not include studies focusing on language of instruction (comparing bilingual with English-only instruction).1 Such studies are covered in chapter 14, which examines evaluation studies comparing programs that used the native, nonsocietal language to some extent with those that used only the societal language. Although some studies in this chapter examine factors addressed in chapters 14 and 15, they differ in that this chapter reviews case studies and ethnographic research rather than experimental and quasi-experimental studies.
