Infusing Culturally Responsive Teaching Practices Into Professional Learning for Dyslexia Interventionists

• In Event: Reframing and Applying Equitable Approaches to Learning Environments

Abstract

Dyslexia instruction and culturally responsive teaching require explicit teaching practices prompting the brain to access working memory and to make metacognitive connections to when learning (Shaywitz, 2020); Hammond, 2015). “Culturally responsive teaching recognizes the importance of including students’ cultural references in all aspects of learning” (Ladson-Billings, 1994, p.161). Since one in five of children are affected by dyslexia (Shaywitz, 2020), this study sought to explore benefits of infusing culturally responsive teaching (CRT) practices into professional learning sessions for dyslexia interventionists. Ladson-Billings’ influence regarding CRT assisted authors in identifying ways to provide impactful and professional conversations about the infusion of CRT practices into dyslexia instruction. Results reveal the perceptions of dyslexia interventionists support the pursuance of infusing CRT into dyslexia training.

Authors

• Shannon K. Treadville, Pearson Learning
  Presenting Author

• Laveria Hutchison, University of Houston
  Presenting Author

• Tyrone Tanner, Prairie View A&M University
  Presenting Author