Reading Between the Lines: Examining the Literacy Preparation and Classroom Realities of Teachers of Color.

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Bibliographic Details
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]
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Database:	Education Research Complete

Description
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]
ISSN:	00340502