Reading Between the Lines: Examining the Literacy Preparation and Classroom Realities of Teachers of Color.
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| Title: | Reading Between the Lines: Examining the Literacy Preparation and Classroom Realities of Teachers of Color. |
|---|---|
| Authors: | Kea, Cathy D.1 cdkea@ncat.edu, Young, Fanica2 fyoung@cau.edu, Banks, Joy3 jbanks21@gmu.edu, Teasdell, Annette2 ateasdell@cau.edu |
| Source: | Reading Horizons. 2026, Vol. 65 Issue 1, p1-31. 31p. |
| Subject Terms: | *Teacher education, *Culturally relevant education, *Diversity in education, *Curriculum change, *Historically Black colleges & universities, *Literacy education, *Educators, *Reading level of students |
| Abstract: | This study examines the importance of literacy preparation in educator preparation programs (EPPs). Specifically, the authors examine the need to merge literacy practices with culturally responsive and sustaining pedagogies to increase reading outcomes for diverse students with disabilities. This article reports on a survey that was distributed to 18 dually prepared teachers of color to explore their collective literacy preparation experiences. The participants were graduates of a Historically Black College and University (HBCU). The findings indicate that regardless of the institution’s location, EPPs, including those at HBCUs, should be intentional about addressing topics related to diversity. For early career educators to accomplish the goal of implementing culturally responsive literacy practices, EPPs must engage in curriculum redesign that intentionally embraces a moral approach to reading. Culturally responsive pedagogy and the moral approach to reading were used to form the theoretical foundation to the authors’ analysis and recommendations. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Horizons is the property of Western Michigan University, College of Education & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193019503 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reading Between the Lines: Examining the Literacy Preparation and Classroom Realities of Teachers of Color. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kea%2C+Cathy+D%2E%22">Kea, Cathy D.</searchLink><relatesTo>1</relatesTo><i> cdkea@ncat.edu</i><br /><searchLink fieldCode="AR" term="%22Young%2C+Fanica%22">Young, Fanica</searchLink><relatesTo>2</relatesTo><i> fyoung@cau.edu</i><br /><searchLink fieldCode="AR" term="%22Banks%2C+Joy%22">Banks, Joy</searchLink><relatesTo>3</relatesTo><i> jbanks21@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22Teasdell%2C+Annette%22">Teasdell, Annette</searchLink><relatesTo>2</relatesTo><i> ateasdell@cau.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Horizons%22">Reading Horizons</searchLink>. 2026, Vol. 65 Issue 1, p1-31. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Historically+Black+colleges+%26+universities%22">Historically Black colleges & universities</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the importance of literacy preparation in educator preparation programs (EPPs). Specifically, the authors examine the need to merge literacy practices with culturally responsive and sustaining pedagogies to increase reading outcomes for diverse students with disabilities. This article reports on a survey that was distributed to 18 dually prepared teachers of color to explore their collective literacy preparation experiences. The participants were graduates of a Historically Black College and University (HBCU). The findings indicate that regardless of the institution’s location, EPPs, including those at HBCUs, should be intentional about addressing topics related to diversity. For early career educators to accomplish the goal of implementing culturally responsive literacy practices, EPPs must engage in curriculum redesign that intentionally embraces a moral approach to reading. Culturally responsive pedagogy and the moral approach to reading were used to form the theoretical foundation to the authors’ analysis and recommendations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Horizons is the property of Western Michigan University, College of Education & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193019503 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 1 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: Diversity in education Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Historically Black colleges & universities Type: general – SubjectFull: Literacy education Type: general – SubjectFull: Educators Type: general – SubjectFull: Reading level of students Type: general Titles: – TitleFull: Reading Between the Lines: Examining the Literacy Preparation and Classroom Realities of Teachers of Color. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kea, Cathy D. – PersonEntity: Name: NameFull: Young, Fanica – PersonEntity: Name: NameFull: Banks, Joy – PersonEntity: Name: NameFull: Teasdell, Annette IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00340502 Numbering: – Type: volume Value: 65 – Type: issue Value: 1 Titles: – TitleFull: Reading Horizons Type: main |
| ResultId | 1 |
