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June 7, 2026The Reading Teacher

Decolonizing Literacy: A Black SLP's Journey to Centering Diverse Linguistic Practices in Reading Instruction

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Authors

ALAlexis Lawton

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Overview

This article explores how centering Black Language transforms literacy outcomes, indicating a shift toward inclusive education.

Key Points

  • The aim is to demonstrate how centering Black Language in literacy instruction can affirm student identities and improve literacy outcomes.
  • Narrative reflection from a Black bidialectal speech-language pathologist (SLP)
  • Presentation of classroom-ready activities such as culturally relevant read-alouds and metalinguistic awareness activities
  • Emphasis on collaboration between SLPs and educators to implement linguistically affirming practices.
  • Demonstrates how incorporating Black Language enhances student engagement.
  • Illustrates the pedagogical benefits of reframing dominant language ideologies.
  • Presents evidence of improved literacy outcomes linked to culturally relevant practices.

Cite This Study

Alexis Lawton (2026) studied this question.

synapsesocial.com/papers/6a250ae37def13d035e1ae6fhttps://doi.org/10.1002/trtr.70070
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