Publication Date
12-19-2018
Abstract
Community-based literacy learning spaces are crucial to the enduring African American pursuit of literacy. This article reports findings from a study exploring the impact of a community-based literacy tutoring program for African American readers in grades 3-5. Findings also report on ways the community literacy site was similar to historic African American figured communities. Mixed methods analysis revealed significant improvements in decoding, and counternarratives that existed with the figured community cultivated by community volunteers. Taken together, both highlight the powerful role communities’ can play in promoting African American student success. Recommendations for community organizations, teacher educators, and literacy researchers are included.
Recommended Citation
Acosta, M. M., & Duggins, S. (2018). Community-Based Literacy Learning Spaces as Counterhegemonic Figured Worlds for African American Readers. Reading Horizons: A Journal of Literacy and Language Arts, 57 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol57/iss3/4
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Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Language and Literacy Education Commons
