Culturally Informed Literacy Instruction in The Elementary Classroom: A Framework for Telling Our Stories

被引：0

作者：

Afrillia, Yesi Martha ^{[1
]}

Kurniawan, Lilik ^{[2
]}

Leonia, Rizqy Aisyah ^{[3
]}

Griffith, Pricilla L.

Ruan, Jiening

机构：

[1] Univ Negeri Yogyakarta, Dept Basic Educ, Yogyakarta, Indonesia

[2] Univ Negeri Yogyakarta, Dept Phys Educ, Yogyakarta, Indonesia

[3] Univ Negeri Yogyakarta, Dept Early Childhood Educ, Yogyakarta, Indonesia

来源：

EDUCATION 3-13 | 2023年

关键词：

D O I：

10.1080/03004279.2023.2292698

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页数：2

共 8 条

[1] TELLING OUR STORIES OUR WAY - CANADIAN LITERACY MATERIALS FOR WOMEN
WATSON, G
CANADIAN LIBRARY JOURNAL, 1990, 47 (03): : 175 - 179
[2] What Does Culturally Informed Literacy Instruction Look Like?
Kelly, Laura Beth
Djonko-Moore, Cara
READING TEACHER, 2022, 75 (05): : 567 - 574
[3] Reading the rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom
Hartman, Paul
JOURNAL OF LGBT YOUTH, 2019, 16 (03) : 340 - 342
[4] Reading the rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom
Crawley, Stephen Adam
JOURNAL OF LANGUAGE AND LITERACY EDUCATION, 2018, 14 (02):
[5] Using Lesson Study to Align Elementary Literacy Instruction Within the RTI Framework
Benedict, Amber E.
Park, Yujeong
Brownell, Mary T.
Lauterbach, Alexandra A.
Kiely, Mary Theresa
TEACHING EXCEPTIONAL CHILDREN, 2013, 45 (05) : 22 - 30
[6] Situating Strategies: An Examination of Comprehension Strategy Instruction in One Upper Elementary Classroom Oriented Toward Culturally Relevant Teaching
May, Laura A.
LITERACY RESEARCH AND INSTRUCTION, 2010, 50 (01) : 31 - 43
[7] Informed Asset-Based Pedagogy: Coming Correct, Counter-stories from an Information Literacy Classroom
Morriso, Kim L.
LIBRARY TRENDS, 2017, 66 (02) : 176 - 218
[8] Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention
Vernon-Feagans, Lynne
Kainz, Kirsten
Hedrick, Amy
Ginsberg, Marnie
Amendum, Steve
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2013, 105 (04) : 1175 - 1187

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