Improving literacy skills of American Indian elementary students using culturally-sensitive and technologically-enhanced literacy boxes.
This article presents data from a locally-based, multi-pronged strategy to promote literacy development among American Indian children in three rural schools in northern Minnesota. The strategy promoted family involvement in literacy development at home, provided a route for teachers to become leaders in literacy development in their schools, and provided a process for educators to create a carefully designed package of culturally sensitive, technologically-enhanced materials for student and family use.
Organization of Teacher Educators in Reading
Terras-Anderson, K., & Tadlock, M. (2010). Improving literacy skills of American Indian elementary students using culturally-sensitive and technologically-enhanced literacy boxes. Journal of Reading Education, 35(3), 26-38.
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