Centering Language and Identity to Advance a Culturally Relevant Science of Reading Framework for African American Students

Urban Education 2026 Open access

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Authors: Ramona T. Pittman, Whitney McCoy, Dionna Latimer-Hearn, Quinita Ogletree, Gregory A. Downing
DOI: 10.1177/00420859261417342
Cited by: 1
References: 58

Abstract

Systematic, explicit instruction aligned with the science of reading (SoR) has been shown to improve literacy outcomes. However, critiques highlight how racism and whiteness embedded in the SoR limit its effectiveness, particularly for African American students in urban contexts who face systemic inequities and linguistic marginalization. This article advances a culturally relevant SoR framework by centering African American English and racial identity development. Evidence-based, culturally relevant practices and implications for instruction, policy, and research to ensure literacy approaches affirm and build upon the cultural and linguistic strengths of African American students are discussed.

Fields of Study & Subjects

Reading and Literacy Development Multilingual Education and Policy Literacy Media and Education

Publication details

Journal / source
Urban Education
Publisher
SAGE Publications
Volume
61
Issue
11
Pages
2027-2062
Publication date
6 February 2026
Language
EN