Literacy Enhancement for Indigenous Children in Wikwemikong A Culturally Responsive Approach to Reading Development
Keywords:
Indigenous literacy, culturally responsive teaching, phonological awareness, First Nations education, literacy intervention, WikwemikongAbstract
This study examines literacy enhancement strategies for Indigenous children in Wikwemikong, a First Nations community in Ontario, Canada. The research explores culturally responsive literacy instruction approaches designed to address the persistent achievement gap between Indigenous and non-Indigenous students. Through systematic analysis of intervention programs combining phonological awareness training, culturally relevant pedagogy, and community engagement, this study demonstrates the effectiveness of integrated literacy enhancement models. Results indicate significant improvements in phonemic awareness, reading comprehension, and student motivation when instruction honors Indigenous epistemologies and incorporates traditional knowledge systems. The findings emphasize the critical importance of shifting from deficit-based models to abundance-based frameworks that recognize Indigenous children's cultural assets. This research contributes to the growing body of evidence supporting culturally responsive literacy practices and provides practical implications for educators working with Indigenous learners.
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Copyright (c) 2025 Emily Carter, Omar Yilmaz Noah Thompson, Fulze Xioa , Juen Gualhy Burcule (Author)
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