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ERIC Number: EJ1005600
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
Reference Count: 95
ISSN: ISSN-1938-8071
Research-Based, Culturally Responsive Reading Practice in Elementary Classrooms: A Yearlong Study
McIntyre, Ellen; Hulan, Nancy
Literacy Research and Instruction, v52 n1 p28-51 2013
In the field of elementary reading instruction, educators from varying theoretical perspectives have strived to promote instructional practices that "work" with diverse populations of students, with differing conclusions. In the present study, we examined elementary teachers' attempts at blending reading practices reflecting two philosophical perspectives, research-based reading instruction and culturally responsive instruction. We also documented the teachers' views on the feasibility of this practice. There were strong similarities across the teachers in how they implemented the model, with differences corresponding somewhat by grade level. All demonstrated both research-based reading instruction and culturally responsive practice, at times simultaneously blending principles from both perspectives within lessons. However, the teachers viewed the model as feasible for some components of reading but not others. Implications of findings are discussed. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A