Culturally Responsive Literacy Instruction by Algozzine

By Algozzine

Enhance interpreting success for college students from different backgrounds with research-supported practices and culturally responsive interventions in phonemic information, phonics/decoding, fluency, vocabulary, and comprehension.

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Careful observation becomes increasingly important at this level, as does additional support for readers who are progressing more slowly. 37 38 CULTURALLY RESPONSIVE LITERACY INSTRUCTION Middle school teachers can explicitly address these skills, using age, developmental, and culturally appropriate activities, as stressed in the following activities: • Use splitting rhymes. Direct middle school readers to act out a culturally based poem in two groups. Have the first group say the beginnings of the lines and the second group say the rhyming words.

This report concluded that training in phonemic awareness, combined with letter to sound instruction, is the most effective method of teaching beginning readers to read and spell. These results were the same for both readers at risk of failure at the beginning of reading stages and for older failing readers. To address reading difficulties experienced by many beginning readers, especially those from diverse backgrounds, teachers must use effective, research-based programs (Shippen, Houchins, Steventon, & Sartor, 2005).

Toss a beanbag or ball and name a familiar holiday word. Direct the next reader to say a word that rhymes with the first word. Start over with a new word when ideas have run out. • Play the Snatch a Rhyme game. Grab a holiday object. Say the name of the object and have readers call out real and nonsense words that use syllabication, rhymes, and alliteration representing the objects. • Use silly stories based on cultural customs. ” Then have the readers dictate a class story using multicultural food, dress, or songs used by the animals.

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