Citation

Recognizing the Power of Community-based Literacy Learning Spaces for African American Students

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Abstract:

As a critical departure from deficit-based compensatory literacy initiatives, some researchers have investigated the potential of community-based literacy learning spaces to bolster African American student reading achievement. Edwards (2004) argues that creating community-based learning spaces is a critical approach for improving the literacy education of African American students. Community-based programs can serve a multitude of functions. They are able to provide more personalized remedial instruction. They can provide cultural, recreational, and fine art programs for children who would otherwise be unable to participate in such experiences. Furthermore, community-based programs can engage children in activities that promote positive social interactions between adults and children and well as between peers.
In this presentation, we invite participants to envision with us the revolutionary possibilities that emerge from community-based literacy learning spaces that foreground the confluence of culture-centered pedagogy and effective literacy teaching strategies. We question, “What are the outcomes on African American student literacy learning in community-based literacy learning spaces focused on promoting early reading success through the intentional weaving together of culturally relevant pedagogy and principles of effective early reading instruction?” We share findings from one community-based literacy learning initiative that was established to offer an intervention to African American children experiencing reading difficulty and attending elementary schools listed as underperforming. Findings point to the need to provide effective instructional strategies not in isolation, but to ground them in culturally relevant practices to promote the reading development of African American children.
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Association:
Name: 102nd Annual Meeting and Conference of the Association for the Study of African American Life and History
URL:
http://www.asalh.org


Citation:
URL: http://citation.allacademic.com/meta/p1298210_index.html
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MLA Citation:

Acosta, Melanie. "Recognizing the Power of Community-based Literacy Learning Spaces for African American Students" Paper presented at the annual meeting of the 102nd Annual Meeting and Conference of the Association for the Study of African American Life and History, Hilton Cincinnati Netherland Plaza Hotel, Cincinnati, OH, <Not Available>. 2018-06-18 <http://citation.allacademic.com/meta/p1298210_index.html>

APA Citation:

Acosta, M. M. "Recognizing the Power of Community-based Literacy Learning Spaces for African American Students" Paper presented at the annual meeting of the 102nd Annual Meeting and Conference of the Association for the Study of African American Life and History, Hilton Cincinnati Netherland Plaza Hotel, Cincinnati, OH <Not Available>. 2018-06-18 from http://citation.allacademic.com/meta/p1298210_index.html

Publication Type: Abstract
Abstract: As a critical departure from deficit-based compensatory literacy initiatives, some researchers have investigated the potential of community-based literacy learning spaces to bolster African American student reading achievement. Edwards (2004) argues that creating community-based learning spaces is a critical approach for improving the literacy education of African American students. Community-based programs can serve a multitude of functions. They are able to provide more personalized remedial instruction. They can provide cultural, recreational, and fine art programs for children who would otherwise be unable to participate in such experiences. Furthermore, community-based programs can engage children in activities that promote positive social interactions between adults and children and well as between peers.
In this presentation, we invite participants to envision with us the revolutionary possibilities that emerge from community-based literacy learning spaces that foreground the confluence of culture-centered pedagogy and effective literacy teaching strategies. We question, “What are the outcomes on African American student literacy learning in community-based literacy learning spaces focused on promoting early reading success through the intentional weaving together of culturally relevant pedagogy and principles of effective early reading instruction?” We share findings from one community-based literacy learning initiative that was established to offer an intervention to African American children experiencing reading difficulty and attending elementary schools listed as underperforming. Findings point to the need to provide effective instructional strategies not in isolation, but to ground them in culturally relevant practices to promote the reading development of African American children.


 
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