The Implications of Labeling Students "At-Risk" in Early Literacy Instruction

• In Event: Marriott Roundtable Session 25
  In Roundtable Session: Interrogating Literacy Curriculum and Instruction: The Role of Counter-Storytelling

Abstract

The practice of labeling students as at-risk yields negative results in students’ early literacy development. Because teacher beliefs are closely connected to instructional practice, labeling has long-term implications for students’ academic achievement and social standing. In this paper, the author(s) examine the relationship between (a) labeling students at-risk, (b) teacher beliefs, and (c) early literacy development. Study participants included three kindergarten teachers of diverse students. Data sources drew on classroom observations and pre and post-observation interviews. Findings suggest participants held strengths-based perspectives and these translated into practice. Teachers felt responsible for their students’ development of scholar identities and achievement of academic success. Similarly, instructional practices aligned with strength-based perspectives were evident in classroom settings and cognitive demand of instructional tasks.

Authors

• Yvette Vanessa Cantu, Buena Park School District

• Maritza Lozano, California State University - Fullerton