Culturally responsive literacy instruction: How is it reflected in the literature?

Abstract

Abstract The theoretical base for culturally responsive practices is well established. This strong foundation can be strengthened through the identification and description of the empirical work demonstrating the utility of these practices when used to promote skill development in children. The purpose of this qualitative review of the literature was to identify empirical studies that implemented a culturally relevant literacy practice. Twelve journals that publish work in reading/literacy were selected for review, between 2006 and 2018. Articles were coded using a system based on the culturally responsive framework identified from the extant literature detailing the theoretical base for culturally responsive pedagogy. Nineteen articles met inclusion criteria for the review. Three themes emerged related to teaching and learning. Teachers often utilized materials that were culturally specific as a part of their instruction. Students tapped into their cultural identities/backgrounds as a framework to build meaning and used their home language in class to ease discussion or reflection on readings. Implications for research and practice are discussed.