As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.
ArtilesA. J.RuedaR.SalazarJ.HigaredaI. (2005). Within group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71, 283–300.
2.
AugustD.CarloM.DesslerC.SnowC. (2005). The critical role of vocabulary development of English language learners. Learning Disabilities Research & Practice, 20(1), 50–57.
3.
BechtoltS.McLaughlinT. F.DerbyK. M.BlecherJ. (2014). The effects of direct instruction flashcards and a model, lead, test procedure on letter recognition for three preschool students with developmental disabilities. Journal on Developmental Disabilities, 20(1), 5–15.
4.
BegenyJ. C.DalyE. J.IIIValleleyR. J. (2006). Improving oral reading fluency through response opportunities: A comparison of phrase drill error correction with repeated readings. Journal of Behavioral Education, 15(4), 229–235.
5.
BuiY. N.FaganY. M. (2013). The effects of an integrated reading comprehension strategy: A culturally responsive teaching approach for fifth-grade students’ reading comprehension. Preventing School Failure, 57(2), 59–69.
6.
BulkleyL.McLaughlinT. F.NeymanJ.CarosellaM. (2012). The effects of a model, lead, and test procedure to teach letter name and sound identification to elementary school students with learning disabilities. E-International Journal of Educational Research, 3(4), 50–64.
7.
BurgoyneK.WhiteleyH. E.HutchinsonJ. M. (2013). The role of background knowledge in text comprehension for children learning English as an additional language. Journal of Research in Reading, 36(2), 132–148.
8.
BursuckW. D.SmithT.MunkD.DamerM.MehligL.PerryJ. (2004). Evaluating the impact of a prevention-based model of reading on children who are at risk. Remedial and Special Education, 25, 303–313.
9.
CalhoonM. B.Al OtaibaS.GreenbergD.KingA.AvalosA. (2006). Improving reading skills in predominantly Hispanic Title 1 first-grade classrooms: The promise of peer-assisted learning strategies. Learning Disabilities Research & Practice, 21(4), 261–272.
10.
CartaJ.GreenwoodC. R.AtwaterJ.McConnellS. R.GoldsteinH.KaminskiR. A. (2015). Identifying preschool children for higher tiers of language and early literacy instruction within a response to intervention framework. Journal of Learning Disabilities, 36(4), 281–291. doi:10.1177/1053815115579937
11.
CartledgeG.KeaC. D.WatsonM.OifA. (2016). Special education disproportionality: A review of response to intervention and culturally relevant pedagogy. Multiple Voices, 16(1), 29–49.
12.
CartledgeG.KeeseyS.BennettJ. G.RamnathR.CouncilM. R.III. (2016). Culturally relevant literature: What matters most to primary-age urban learners. Reading & Writing Quarterly: Overcoming Learning Difficulties, 32(5), 399–426.
13.
CartledgeG.KoureaL. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74, 351–371.
14.
CoyneM. D.Kame’enuiE. J.CarnineD. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Columbus, OH: Merrill Publishing Company.
15.
DrayB. J.Basler WisneskiD. (2011). Mindful reflection as a process for developing culturally responsive practices. Teaching Exceptional Children, 44(1), 28–36.
16.
Esparza BrownJ.DoolittleJ. (2008). A cultural, linguistic, and ecological framework for response to intervention with English Language Learners. Washington, DC: National Center for Culturally Responsive Educational Systems.
17.
FisherD.FreyN.LappD. (2012). Building and activating students’ background knowledge: It’s what they already know that counts. Middle School Journal, 43(3), 22–31.
18.
FoormanB. R.CarlsonC. D.SantiK. L. (2007). Classroom reading instruction and teacher knowledge in the primary grades. In HaagerD.KlingnerJ.VaughnS. (Eds.), Evidence-based reading practices for Response to Intervention (pp. 45–71). Baltimore, MD: Paul Brookes Publishing Co.
19.
GayG. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613–629, doi:10.1080/0951839022000014349
20.
GibsonL.CartledgeC.KeyesS. E.YawnC. D. (2014). The effects of a supplementary computerized fluency intervention of the generalization of oral reading fluency of first-grade students. Education & Treatment of Children, 37(1), 25–51.
21.
HaydonT.MacSuga-GageA.SimonsenB.HawkinsR. (2012). Opportunities to respond: A key component of effective instruction. Beyond Behavior, 22(1), 23–31.
22.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C.§ 1400 et seq. (2004)
23.
Individuals with Disabilities Education Act of 1090, 20 U.S.C.§ 1400 et seq. (1990)
24.
KampsD.AbbottM.GreenwoodC.Arreaga-MayerC.WillsH.LongstaffJ.WaltonC. (2007). Use of evidence-based, small-group reading instruction for English Language Learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30(3), 153–168.
25.
KlingnerJ. K.BoeléA.Linan-ThompsonS.RodriquezD. (2014). Essential components of special education for English language learners with learning disabilities: Position statement for the Division for Learning Disabilities of the Council for Exceptional Children. Learning Disabilities Research & Practice, 29(3), 93–96.
26.
KlingnerJ. K.EdwardsP. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117.
27.
KonradM.JosephL. M.EveleighE. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32, 421–444.
28.
KoureaL.LoY.-y.OwensT. (2016). Using parental input to blend cultural responsiveness and teaching of classroom expectations for at-risk Black kindergarteners in a SWPBS school. Behavioral Disorders, 41(4), 226–240.
29.
LaidlawL.WongS. S. H. (2013). The trouble with” getting personal”: New narratives for new times in classroom writing assignments. English Teaching, 12, 102–115.
30.
LambertM. C.CartledgeG.HewardW. L.LoY.-y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8, 88–89.
31.
LarwinK. H.DawsonD.EricksonM.LarwinD. A. (2012). Impact of guided notes on achievement in K–12 and special education students. International Journal of Special Education, 27, 108–119.
32.
LesauxN.KiefferM. J.KelleyJ. G.HarrisJ. R. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51, 1159–1194. doi:10.3102/0002831214532165
33.
LesauxN.SiegelL. S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005–1019.
34.
LoniganC. J.PhillipsB. M. (2016). Response to instruction in preschool: Results of two randomized studies with children at significant risk of reading difficulties. Journal of Educational Psychology, 108(1), 114–129.
35.
MostowJ.Nelson-TaylorJ.BeckJ. E. (2013). Computer-guided oral reading versus independent practice: Comparison of sustained silent reading to an automated reading tutor that listens. Journal of Educational Computing Research, 49(2), 249–276.
36.
Musti-RaoS.CartledgeG.BennettJ. G.CouncilM. (2015). Literacy instruction using technology with primary-age culturally and linguistically diverse learners. Intervention in School and Clinic, 50(4), 195–202.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Washington, DC: U.S. Department of Health & Human Services, Public Health Service & National Institute of Child Health & Human Development.
39.
NeumanS. B.KaeferT.PinkhamA. (2014). Building background knowledge. Reading Teacher, 68(2), 145–148.
O’ConnorR. E.BocianK. M.BeachK. D.SanchezV.FlynnL. J. (2013). Special education in a 4-year response to intervention (RtI) environment: Characteristics of students with learning disability and grade of identification. Learning Disabilities Research & Practice, 28(3), 98–112.
42.
O’ConnorR. E.BocianK. M.SanchezV.BeachK. D. (2014). Access to a responsiveness to intervention model: Does beginning intervention in kindergarten matter?Journal of Learning Disabilities, 47(4), 307–328. doi:10.1177/0022219412459354
43.
OroscoM. J.O’ConnorR. E. (2014). Culturally responsive instruction for English language learners with learning disabilities. Journal of Learning Disabilities, 47(6), 515–531.
44.
ReutzelD. R.ChildA.JonesC. D.ClarkS. K. (2014). Explicit instruction in core reading programs. Elementary School Journal, 114(3), 406–430.
45.
SaenzL. M.FuchsL. S.FuchsD. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71(3), 231.
46.
SchnorrC. I.Freeman-GreenS.TestD. W. (2016). Response cards as a strategy for increasing opportunities to respond: An examination of the evidence. Remedial and Special Education, 37(1), 41–54.
47.
SimonsenB.MyersD. (2015). Classwide positive behavior interventions and supports: A guide to proactive classroom management. New York, NY: Guilford Press.
48.
TatumA.GueV. (2012). The sociocultural benefits of writing for African American adolescent males. Reading & Writing Quarterly, 28(2), 123–142
49.
TaylorB.MrazM.NicholsW. D.RickelmanR. J.WoodK. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading & Writing Quarterly, 25(2–3), 205–220. doi:10.1080/10573560802683663
50.
ThoriusK. K.SullivanA. L. (2013). Interrogating instruction and intervention in RTI research with students identified as English language learners. Reading & Writing Quarterly, 29(1), 64–88. doi:10.1080/10573569.2013.741953
51.
TomlinsonC.Lynch-BrownC. (2001). Essentials of children’s literature (4th ed.). New York, NY: Allyn & Bacon.
52.
TwymanJ. S.HewardW. L. (2016). How to improve student learning in every classroom now. International Journal of Educational Research. doi:10.1016/j.ijer.2016.05.007
53.
VanDerHeydenA.WittJ. C.GilbertsonD. (2007). A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256.
54.
VaughnS.MartinezL. R.WanzekJ.RobertsG.SwansonE.FallA.-M. (2017). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology, 109, 22–34.
55.
VaughnS.MathesP.Linan-ThompsonS.FrancisD. J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities: Research & Practice, 20, 58–67.
WanG. (2006). Teaching diversity and tolerance in the classroom: A thematic storybook approach. Education, 127, 140–155.
58.
WatsonM.ForeC. I.BoonR. T. (2009). Corrective feedback of oral decoding errors of diverse learners with reading disabilities: The effects of two methods of reading fluency. International Journal of Special Education, 24 (1), 20–31.
59.
WanzekJ.RobertsG.Al OtaibaS. (2014). Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties. Reading and Writing: An Interdisciplinary Journal, 27(1), 55–78.
60.
WoodC. L.MabryL. E.KretlowA. G.LoY.GallowayT. W. (2009). Effects of preprinted response cards on students’ participation and off-task behavior in a rural kindergarten classroom. Rural Special Education Quarterly, 28, 39–47.
61.
ZipoliR. P.CoyneM. D.McCoachD. B. (2011). Enhancing vocabulary intervention for kindergarten students: Strategic integration of semantically related and embedded word review. Remedial and Special Education, 32(2), 131–143. doi:10.1177/0741932510361262
