Author ORCID Identifier
https://orcid.org/0009-0009-3744-2535
Abstract
As Minnesota's student population becomes increasingly diverse, persistent literacy achievement gaps among students of color, multilingual learners, and students from low-income backgrounds demand urgent attention. While the state's READ Act mandates structured, evidence-based literacy instruction grounded in the Science of Reading, its successful implementation must not overshadow the equally vital need for culturally and linguistically responsive pedagogy. This white paper argues for a comprehensive, dual-framework approach that integrates both evidence-based literacy practices and culturally affirming instructional strategies
Recommended Citation
Nord, J. L. (2025). Advancing Literacy Instruction: Bridging Evidence-Based and Culturally Responsive Practices to Serve All Learners. The Interactive Journal of Global Leadership and Learning, 4(1). https://doi.org/10.55354/2692-3394.1070
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Higher Education Commons, Indigenous Education Commons, Language and Literacy Education Commons
