Literaturnachweis - Detailanzeige
| Autor/inn/en | Acosta, Melanie M.; Duggins, Shaunté |
|---|---|
| Titel | Community-Based Literacy Learning Spaces as Counterhegemonic Figured Worlds for African American Readers |
| Quelle | In: Reading Horizons, 57 (2018) 3, Artikel 4 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0502 |
| Schlagwörter | African American Students; Elementary School Students; Community Programs; Literacy Education; Reading Programs; Early Intervention; Tutoring; Program Effectiveness; Outcomes of Education; Reading Improvement; Decoding (Reading); Reading Achievement; School Community Programs; Culturally Relevant Education; Program Descriptions; Phonics; Reading Fluency; Self Esteem; Racial Identification; Oral Reading |
| Abstract | Community-based literacy learning spaces are crucial to the enduring African American pursuit of literacy. This article reports findings from a study exploring the impact of a community-based literacy tutoring program for African American readers in grades 3-5. Findings also report on ways the community literacy site was similar to historic African American figured communities. Mixed methods analysis revealed significant improvements in decoding, and counternarratives that existed with the figured community cultivated by community volunteers. Taken together, both highlight the powerful role communities' can play in promoting African American student success. Recommendations for community organizations, teacher educators, and literacy researchers are included. (As Provided). |
| Anmerkungen | Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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