High-Leverage Literacy Practices in Urban School Contexts

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-10 - Strategies to Support Literacy Learning

Abstract

Despite decades of work suggesting that culturally responsive teaching is essential to teaching all students, many urban schools adopt literacy best and evidence based literacy practices. However, academic performance does not support the reliability of these practices. This points to the need for more outcome-oriented research on culturally responsive, high leverage literacy practices. Focusing on high-performing early literacy teachers across multiple urban school contexts, this article introduces the concept and provides classroom examples of high leverage literacy practices. While scholars have compiled high leverage practices, thusfar no research exists on high leverage literacy practices in urban, early literacy classrooms. Given this, dissemination of findings from this critical ethnographic study have the potential to greatly impact literacy instruction for diverse students.

Authors

• Kindel Turner Nash, The University of Missouri-Kansas City

• Etta R. Hollins, University of Missouri - Kansas City

• Leah Panther, University of Missouri - Kansas City