What Does Culturally Informed Literacy Instruction Look Like?

2021 ◽  
Author(s):  
Laura Beth Kelly ◽  
Cara Djonko‐Moore
Keyword(s):  
Literacy Instruction ◽  
Culturally Informed

What Is Culturally Informed Literacy Instruction? A Review of Research in P–5 Contexts

2021 ◽  
Vol 53 (1) ◽  
pp. 75-99
Author(s):  
Laura Beth Kelly ◽  
Wendy Wakefield ◽  
Jaclyn Caires-Hurley ◽  
Lynne Watanabe Kganetso ◽  
Lindsey Moses ◽  
...  
Keyword(s):  
United States ◽  
Instructional Practices ◽  
Literacy Instruction ◽  
Student Outcomes ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
The United States ◽  
Fifth Grade ◽  
Culturally Informed ◽  
Responsive Instruction

This critical, integrative qualitative review explores how researchers approach, describe, and justify culturally relevant, culturally responsive, or culturally sustaining literacy instruction in prekindergarten through fifth-grade (P–5) classrooms. We reviewed 56 studies published between 1995 and 2018. We documented terms researchers use, theorists cited, methods, student outcomes, and student populations. We also analyzed how researchers talked about achievement gaps, addressed their own positionality, and determined that specific literacy instructional practices were culturally informed. We found that researchers most commonly claim to document culturally relevant or responsive instruction, in some cases conflating the terms and related theorists. Most studies were qualitative, occurred with traditionally marginalized students (usually Black or Latinx) in the United States, and involved students reading a text that researchers deem culturally informed. We make recommendations for teachers and researchers to move the field of culturally informed literacy forward.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Literacy Instruction and AAC: A Mysterious Mosaic?

2006 ◽  
Vol 15 (2) ◽  
pp. 2-7
Author(s):  
Martine Smith
Keyword(s):  
Literacy Instruction

Clinical Issues: Literacy Instruction and AAC: A Mysterious Mosaic?

2006 ◽  
Vol 13 (2) ◽  
pp. 2-7
Author(s):  
Martine Smith
Keyword(s):  
Literacy Instruction ◽  
Clinical Issues

AAC Supporting Literacy Instruction for Individuals With Deafblindness

2017 ◽  
Vol 2 (12) ◽  
pp. 98-106
Author(s):  
Christopher Brum
Keyword(s):  
Literacy Instruction ◽  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Use Of Technology ◽  
Communication Supports

This paper aims to provide an overview of literacy as it relates to children with deafblindness, including information on literacy instruction and specific examples of activities that support literacy development for this population. It will also explain how augmentative and alternative communication supports, including the use of technology, can be integrated into literacy instruction for individuals with deafblindness.

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