Culturally Responsive Literacy Instruction

2006 ◽  
Vol 39 (2) ◽  
pp. 62-65 ◽  
Author(s):  
Tandria Callins
Keyword(s):  
Literacy Instruction ◽  
Culturally Responsive

Need for Culturally Responsive Literacy Instruction in Native American Communities

2016 ◽  
Vol 1 (14) ◽  
pp. 56-68
Author(s):  
Matthew Gillispie
Keyword(s):  
Native American ◽  
Early Literacy ◽  
Literacy Instruction ◽  
Culturally Responsive ◽  
Historical Trauma ◽  
Social Health ◽  
Educational Disparities ◽  
Current Events ◽  
European Colonialism ◽  
Responsive Instruction

Since the time of the European colonialism and Manifest Destiny, all Native American (NA) communities have experienced intergenerational historical trauma stemming from past and current events. The resulting effects of historical trauma on individuals, families, and communities pass from generation to generation, and are hypothesized to be the cause of contemporary social, health, and educational disparities in NA communities. The author first provides an overview of historical trauma and persistent social, health, and educational disparities in NA communities today. This is followed with an introduction to culturally responsive instruction and services, and how this should be applied to NA children and communities. To conclude the article, readers are provided a description and key components of a university personnel preparation project, designed to recruit, educate, and empower future NA and non-NA speech-language pathologists (SLPs) with coursework and experiences related to culturally responsive early literacy instruction and services, as well as resources and examples for current educators and professionals.

Once upon an anti-black time: unpacking the counter fairy tales (CFT) model to support culturally responsive literacy instruction for black girls

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jemimah Young ◽  
Bettie Ray Butler ◽  
Kellan Strong ◽  
Maiya A. Turner
Keyword(s):  
Fairy Tales ◽  
Literacy Instruction ◽  
Classroom Practice ◽  
Culturally Responsive ◽  
Literacy Practices ◽  
English Education ◽  
Ways Of Knowing ◽  
Black Girls ◽  
Content Type ◽  
Literary Practices

Purpose This paper aims to argue that culturally responsive approaches to literacy instruction are necessary not only to celebrate Black girl literacies but to also expose, challenge and disrupt antiblackness in English education. However, without explicit exemplars to guide classroom practice, this type of instruction will remain elusive. The present paper expands upon the original conceptualization of Counter Fairy Tales (CFT) by further explicating the framework and providing recommendations to inform culturally responsive literacy practices to disrupt antiblackness. Design/methodology/approach The question that drives this study asks how can the CFT model be applied as a form of culturally responsive literacy instruction to best teach Black girls? Findings The CFT framework places value on Black girls’ ways of knowing and gives primacy to their voice and unique experiences through culturally responsive literacy instruction. Research limitations/implications The larger implication of this research is for teachers to begin to create culturally responsive literacy instruction that honors the lived experiences of today’s Black adolescent girls, particularly those in young grades. Inclusive and affirming literary practices must be established, an environment in which Black girls can share their voices and visions as they explore themselves through writing. Originality/value This conceptual paper is one of few that specifically focuses on how teachers can use CFTs to facilitate the inclusion of Black girls’ experiential and communal ways of knowing to support culturally responsive literacy instruction in younger grades.

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.

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