Balancing Literacies: UDL/CSP-Infused Elementary Reading Instruction
Loading...
Collections
Author/Creator
Author/Creator ORCID
Date
2021
Type of Work
Department
Program
Citation of Original Publication
Rabinowitz, L. & Tondreau, A. (2020). Balancing literacies: A UDL approach to culturally sustaining elementary reading instruction. In C. McCray (Ed.), Multifaceted strategies for socialemotional learning and whole learner education (pp. 86-120). IGI Global. https://www.igi-global.com/book/multifaceted-strategies-social-emotional-learning/244613
Rights
Copyright © 2021, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited
Subjects
Abstract
This chapter outlines an approach to whole learner education in an elementary
school literacy classroom by building upon the work of scholars in Disability
Studies in Education (DSE) and Culturally Sustaining Pedagogy (CSP). It begins
by introducing the connections between whole learner education, DSE, Universal
Design for Learning (UDL), and CSP, demonstrating how these theoretical frameworks
overlap and how they can be used in tandem to enhance the work already done in
each field. After providing this theoretical background, the chapter outlines the
components of a balanced literacy block in a third grade classroom, demonstrating
how elementary school educators can work to meet the individual learning needs of
developing readers in the various areas of balanced literacy (i.e., phonemic awareness,
phonics, fluency, vocabulary, and comprehension), while also attending to student
identities and making instruction accessible to students with learning variations.