Journal Article

The Influence of Culturally Responsive Literacy Practices on Students’ Literacy Motivation

Smith, Madelyn, Dennis, Traci, Sodani, Danielle Gervais, Irvine Belson, Sarah, Anderson, Alida

2025

Overview

This study investigated the influence of a high intensity reading tutoring intervention program combining culturally responsive literacy (CRL) and science-of-reading (SOR) practices on primary grade students’ literacy motivation. Participants included 10 university-trained tutors working with 38 kindergarten through third-grade students who experienced literacy challenges in two urban elementary schools in the mid-Atlantic region of the United States. Students completed a 6-week CRL-SOR-integrated intervention program with their tutors. Participant interviews and self-reflections on tutoring activities were thematically coded for student literacy motivation based on literacy identity dimensions of criticality, identity, intellect, joy, and skill. Findings revealed that literacy identity dimensions were more frequently associated with CRL-SOR integrated activities and CRL activities, as compared to SOR activities alone. Additionally, literacy identity dimensions were differentially associated with CRL, CRL-SOR, and SOR activities. The findings have practical and research implications in addressing student literacy motivation and literacy identity through CRL-SOR integrated practices. Plain language summary Culturally responsive literacy practices and student motivation This paper describes a tutoring program in reading using culturally responsive literacy (CRL) practices with elementary students in two schools located in the United States. Research on student literacy motivation and identity is presented, with a framework for student literacy motivation through CRL practices. Findings from tutor and student interviews and self-reflections show connections between student literacy motivation and literacy identity in CRL integrated practices. The findings have implications for practice, research, and policy in re-centering reading interventions to reflect dimensions of student literacy identity to foster literacy motivation. A resource section for literacy educators is included in the Appendix.

• Publisher: SAGE Publications,SAGE PUBLICATIONS, INC,SAGE Publishing
• Subject: College students / Cultural sensitivity / Elementary school students / Elementary schools / Happiness / Identity / Integrated Activities / Intervention / Interviews / Kindergarten / Learning Motivation / Literacy / Motivation / Reading / Reading Difficulties / Self concept / Student Motivation / Students / Teachers / Tutorial Programs / Tutoring / Urban schools