Abstract
AbstractThis article revisits a recently published, critical qualitative review of research on culturally informed literacy instruction in preschool and elementary school contexts. The original published review analyzed literacy instruction described as culturally relevant, culturally responsive, or culturally sustaining across 56 peer‐reviewed studies. In this article, we interpret the findings of that research review for teachers and suggest several broad lessons, with specific examples of their application in literacy classrooms, for effectively implementing these culturally informed approaches: (1) address the impact of your own identity, (2) know your students, and (3) transform your literacy curriculum with critical approaches.
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