RaMonda Horton, PhD: No financial or non-financial relationships to disclose
Abstract: The implementation of culturally responsive practices in speech language pathology practice provided to preschool, school age, and adolescent student populations requires a greater understanding and interrogation of the underlying assumptions of current frameworks and practices used to understand literacy development. This presentation will provide attendees with information on different orientations to literacy development and offer suggestions on how to develop culturally responsive practices and activities when working with students in Illinois school based settings (ISBE, 2022).
Summary: In the speech-language pathology, our practices and assumptions regarding our role in reading and facilitating children's development of literacy has placed a great deal of emphasis on assumption and frameworks aligned with traditional and cognitive based models of reading which emphasizes invidual performance/skills or the relationship between the individual and the text (Jaeger, 2018; Hoover & Gough, 2000; and Scarborough, 2001). However, in the fields of education, linguistics, and anthropology, there is a recognition that the development of literacy and a literate identity, occur within the social and cultural context of one's environment. Socioecological and sociocultural theories of literacy development emphasize the importance of undertanding the relationship between broader social systems, environmental contexts, the individual, and text, as a framework for understanding and shaping literacy outcomes (Perry, 2012, Purcell-Gates et al., 2004). Therefore, the purpose of part 2 on Diverse and Equitable Pracices in Language and Literacy will be to provide attendees with an overview of critical literacy frameworks and practices that can be used to guide planning for culturally responsive and sustaining literacy instruction and activities.
Learning Objectives:
At the completion of this activity, participants should be able to:
Describe different models of literacy development and acquisition.
Compare and contrast underlying assumption of instructional approaches to literacy.
Recognize aspects of cultural responsiveness in examples of literacy activities.