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50 Years of ERIC
50 Years of ERIC
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ERIC Number: EJ774536
Record Type: Journal
Publication Date: 2007-Sep
Pages: 3
Abstractor: Author
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0034-0561
Tapping Students' Cultural Funds of Knowledge to Address the Achievement Gap
Risko, Victoria J.; Walker-Dalhouse, Doris
Reading Teacher, v61 n1 p98-100 Sep 2007
Students whose language, ethnicity, and race are not represented in a school's dominant culture experience varying degrees of success in reading achievement, resulting in persistent gaps in reading achievement. Culturally responsive instruction can help to close that gap. This teaching strategy capitalizes on the knowledge and literacy strategies students learn in their homes and communities, the ways that students reason about and make sense of their world, and the language and communicative patterns of students. In this article, the authors provide a discussion of cultural modeling as one example of how to design culturally responsive instruction. Cultural modeling is a way of designing instruction to make explicit connections between content and literacy goals and the knowledge and experiences students share with family, community, and peers.
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A