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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 CONTENTS

Godley, 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=4110

Irvine, 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.pdf

Snell, 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

.