Reading Matters
Justice Matters
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16
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Reading Matters | Volume 16 • Winter 2016 |
scira.org CLICK HERE TO RETURN TO TABLE OF CONTENTSGodley, A. J., Carpenter, B. D., &Werner, C. A. (2007).“I’ll speak in proper slang”:
Language ideologies in a daily editing activity.
Reading Research Quarterly, 42
(1),
100-131.
Gonzalez, N., Moll L. C., Amanti, C. (2005).
Funds of knowledge: Theorizing practice
in households, communities and classrooms
. Mahwah, NJ: L Erlbaum Associates.
Hale, J. E. (1986).
Black children: Their roots, culture, and learning styles.
Baltimore,
MD: The John’s Hopkins University Press.
Henry, K., Lagos, A., Berndt, F. (2012).“Bridging the literacy gap between boys
and girls: An opportunity for the national year of reading 2012.”
Australian Library
Journal, 61
(2), 143-150. Retrieved from
http://eds.a.ebscohost.com.libproxy. clemson.edu/ehost/pdfviewer/pdfviewer?vid=26&sid=c441715a-5cfb-4c1b- b7e3-e38b9702c00d%40sessionmgr4005&hid=4110Irvine, J. J. (1990).
Black students and school failure: Policies, practices and
prescriptions.
Westport, CT: Praeger Publishers.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy.
American Educational Research Association, 32
(3), 465-491.
Ladson-Billings, G. (2016, February 08).
Hip Hop/Hip Hope: Reinventing Culturally
Relevant Pedagogy.
Lecture presented at Clemson University, Clemson South
Carolina.
Logan, S., Medford, E. & Hughes, N. (2011). The importance of intrinsic motivation
for high and low ability readers’reading comprehension performance.
Learning
and Individual Differences, 21
(1), 124-128
Meissier, J. (2012). Ebonics, the Oakland resolution, and using non-standard
dialects in the classroom.
The English Languages: History, Diaspora, Culture, 3,
1-10.
Moll, L. C., Amanti, C., Neff, D. & Gonzalez, N. (1992). Funds of knowledge for
teaching: Using a qualitative approach to connect homes and classrooms.
Theory
Into Practice, 31
(2), 132-141.
Ogbu, J. U. (1999). Beyond language: Ebonics, proper English, and identity in a
Black-American speech community.
American Educational Research Association,
36
(2), 147-184.
Schwartz, W. (2002). Helping underachieving boys read well and often
.
Retrieved
fro
m http://files.eric.ed.gov/fulltext/ED467687.pdfSnell, J. (2013). Dialect, interaction and class positioning at school: From deficit to
difference to repertoire.
Language and Education, 27
(2), 110-128.
Ushioda, E. (2011). Language learning motivation, self and identity: Current
theoretical perspectives.
Computer Assisted Language Learning
,
24
(3), 199-210.
Wheeler, R. (2016).“So much research, so little change”: Teaching standard English
in African American classrooms.
Annual Review of Linguistics, 2,
367-390.
doi:10.1146/annurev-linguistics-011415-040434.
Wigfield, A., Guthrie, J. T., Tonks. & Perencevich, K. C. (2004). Children’s motivation
for reading: Domain specificity and instructional influences.
The Journal of
Educational Research, 97
(6), 299-309.
Wolfram, W. (2007). Sociolinguistic folklore in the study of African American
English.
Language and Linguistics Compass, 1
(4) 292-313.
Leslie D. Roberts
is a doctoral student in Language, Literacy, and
Culture, specializing in motivation through literacy at Clemson
University. Prior to pursuing a doctoral program, she received
a degree in elementary education and a masters of education
degree from the University of Florida. Though her background
is in elementary education, she has worked for many years in
middle level education. Leslie has been involved in numerous
school settings with various student demographics in both
Polk County School District, Florida and Clark County School
District, Nevada. Her research interests focus on adolescent and
elementary motivation through the use of reading, motivation of
male students through the use of literacy, and social justice for at
risk students. She can be reached at
lrober3@clemson.edu.