Research-Based, Culturally Responsive Reading Practice in Elementary Classrooms: A Yearlong Study

Abstract

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.