Abstract
This qualitative study examined the incorporation of culturally responsive literacy instruction. The purpose was to explore teachers’ perception of effective culturally responsive literacy and instruction and ways in which the participants implemented culturally responsive literacy instruction. This study identified and explored three themes affecting three ways in which the participants incorporated culturally responsive literacy into their classrooms. The findings of this qualitative study align with literature on culturally responsive literacy instruction.
Recommended Citation
Jones-Goods, Kimberly M.
(2019)
"Culturally Responsive Literacy Instruction,"
Journal of Research Initiatives: Vol. 4:
Iss.
2, Article 9.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol4/iss2/9
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Community College Leadership Commons, Curriculum and Instruction Commons, Higher Education Commons