Preservice Teachers Reaching Toward Culturally Responsive and Sustaining Pedagogy Within a Science of Reading Context

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Unafraid to Insert Cultural Relevance in Pedagogy (Table 38)

Abstract

Along with many other states, Texas is experiencing policy changes that impact reading curriculum and instruction at the elementary level. Policies and standards simplify the reading process and neglect possibilities for culturally responsive and sustaining literacy learning; however, the “Science of Reading” research base continues to diversify, with many literacy scholars calling for the expansion of the SOR and consideration of equity and justice issues. This case study explores how three preservice teachers in Texas developed culturally responsive and sustaining practices for teaching reading within a SOR context. While public discourses portray the SOR and CR/SP as incompatible, this data suggests that the SOR pillars might complement, rather than hinder, the development of CR/SP.

Author

• Molly C. Marek, University of Texas at Austin