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Abstract

This article introduces Integrative Literacy Theory, a conceptual framework that synthesizes the science of reading with culturally responsive and trauma-informed pedagogy. The theory presents a multidimensional view of literacy development that integrates cognitive processes with socioemotional and contextual factors that influence reading outcomes. Centered on teacher preparation at Historically Black Colleges and Universities, the framework demonstrates how foundational skills instruction and critical literacy operate as complementary, rather than competing, approaches. By offering a theoretically grounded model bridging evidence-based practice and equity-oriented instruction, this article contributes to ongoing efforts to expand and refine conceptions of effective reading research and teacher education.

Keywords

cultural responsiveness teacher education Historically Black Colleges reading literacy science of reading integrative literacy theory trauma-informed practice

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Integrative Literacy Theory: A Pathway to Advancing HBCU Teacher Preparation in Reading Education

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