“我们可以自己画和思考”:把文化和种族放在自然拼读研究中

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Amber Lawson
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引用次数: 0

摘要

来自少数族裔社区的有色人种儿童可以利用他们所学的语音技能、他们的生活经历和家庭语言(包括非主流英语)共同撰写可解码的故事,利用学生生成的可解码读本培养解码技能。虽然在自然拼读教学中使用传统和课程可解码读物来支持儿童的解码发展,但它们是用白人主流英语编写的,可能包括美国社会白人主导群体更熟悉的各种角色。由于有一群读者在他们的身份和语音教学之间存在差距,因此迫切需要改善他们的体验。基于我作为小学教师和研究者的经验,我讨论了一项在城市二年级教室进行的定量和定性研究,我和有色人种的孩子们将文化和种族纳入拼读教学。文化相关教育和语言经验方法被用来促进儿童的解码发展,利用他们的知识和现有的语言经验,这往往是他们种族身份的一部分。通过将这些方法与共同创作相结合,来自少数民族社区的有色人种儿童被置于自然拼读教学的中心,在获得更公平的教育机会的同时,作为可解码故事的共同作者,他们的解码技能也得到了提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research
Young children of Color from minoritized communities can co-author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student-generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding development, they are written in White Mainstream English and may include diverse characters with experiences more familiar to the White dominant group of American society. Because there is a population of readers experiencing a gap between their identities and phonics instruction, there is an urgent need for their experiences to be improved. Building on my experiences as a primary grades teacher and researcher, I discuss a quantitative and qualitative study conducted in an urban second grade classroom where children of Color and I put culture and race into phonics instruction. Culturally relevant education and the language experience approach were used to advance children's decoding development using their funds of knowledge and existing language experiences which are often a part of their racial identities. By combining these approaches with co-authorship, children of Color from minoritized communities were placed at the center of phonics instruction to receive more equitable educational opportunities while advancing their decoding skills as co-authors of their decodable stories.
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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