Helping minorities read better

Problems and promises

Jon A Reyhner, Ricardo L. Garcia

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Students from ethnic and racial minorities are over‐represented in remedial reading programs. The authors advance the thesis that this over‐representation is based on cultural discontinuity between the home and school rather than on environmental or cognitive deficits. Reading instruction in non‐English languages is discussed, and the use of reading materials and methods based on the students’ cultural background is described. Three exemplary reading programs for minority students are described: The Los Lunas program for students from Pueblo Indian, Hispanic, and white cultures; the Kamehameha program for students from Native Hawaiian (Polynesian) culture; and the Rock Point program for students from the Nava‐jo Indian culture. Finally, a model of a responsive reading teacher is described who meets the needs of minority background students through locally appropriate reading materials.

Original languageEnglish (US)
Pages (from-to)84-91
Number of pages8
JournalReading Research and Instruction
Volume28
Issue number3
DOIs
StatePublished - 1989
Externally publishedYes

Fingerprint

Reading
minority
Students
student
Oceanic Ancestry Group
reading instruction
Hispanic Americans
deficit
Language
teacher
language
school

ASJC Scopus subject areas

  • Education
  • Psychology (miscellaneous)

Cite this

Helping minorities read better : Problems and promises. / Reyhner, Jon A; Garcia, Ricardo L.

In: Reading Research and Instruction, Vol. 28, No. 3, 1989, p. 84-91.

Research output: Contribution to journalArticle

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