There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches that can be applied to Native American students, as well as minority and indigenous groups in nations around the globe.

Part I: Literacy Instruction for Native Americans Part II: A Developmental Approach to Merging Cultural Sensitivity and Evidence-based Practice Part III: Diversity of Native American Student Populations, Instructional Approaches, and Research Applications

Peggy McCardle, Ph.D., M.P.H., is a former branch chief at Eunice Kennedy Shriver National Institute of Child Health and Human Development. In 2013 she received both an NICHD Mentor Award and the Einstein Award from The Dyslexia Foundation. She consults and writes about language development, bilingualism, reading, and learning disabilities

Virginia Berninger is Professor of Educational Psychology at University of Washington, USA. She currently focuses on diversity in learning and translating research into educational practice.