Centering Language and Identity to Advance a Culturally Relevant Science of Reading Framework for African American Students

Systematic, explicit instruction aligned with the science of reading (SoR) has been shown to improve literacy outcomes. However, critiques highlight how racism and whiteness embedded in the SoR limit its effectiveness, particularly for African American students in urban contexts who face systemic inequities and linguistic marginalization. This article advances a culturally relevant SoR framework by centering African American English and racial identity development. Evidence-based, culturally relevant practices and implications for instruction, policy, and research to ensure literacy approaches affirm and build upon the cultural and linguistic strengths of African American students are discussed.

Duke Scholars

Author Whitney McCoy Hudson