Abstract
Active student engagement in reading is a major concern of many state, national and international governments. Aboriginal and Torres Strait Islander students on average are well behind Australian standards, due to many factors, including a lack of early reading success. This study investigated what constitutes a culturally responsive reading program for Indigenous children from a critical participatory action research perspective. Culturally responsive pedagogical practices, together with the support of a critical friend with knowledge of local language and culture, contributed to student reading gains (between one and four reading levels in the 5-week data collection period).
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