Using Culturally Relevant Texts and Grant's Holistic Framework to Connect Indigenous Early Readers to SAE Print-Based Texts
Exley, Beryl E. & Bliss, Julie (2004) Using Culturally Relevant Texts and Grant's Holistic Framework to Connect Indigenous Early Readers to SAE Print-Based Texts. Practically Primary, 9(3), pp. 11-15.
In an attempt to better understand some of the issues at-risk Indigenous early readers faced in learning to read Standard Australian English (SAE) print-based texts, one group of Education Queensland Reading Recovery teachers embarked upon a one year project. This was not because Aboriginal English or the students' local dialects of English were not valued; rather that competencies of SAE were also valued and seen as fundamental to giving the students skills to participate in the wider society where they might be able to access different forms of power. At its most general level, their research explored why it was that Indigenous students tended to spend longer in Reading Recovery Programs than their non-Indigenous counterparts.
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|Item Type:||Journal Article|
|Keywords:||Indigenous literacy, Indigenous texts, Reading Recovery, Ernie Grant, holistic framework, culturally relevant texts|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 ALEA|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||13 Jul 2005|
|Last Modified:||01 Sep 2010 22:38|
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