Advancing Literacy Instruction: Bridging Evidence-Based and Culturally Responsive Practices to Serve All Learners

Abstract

As Minnesota\u27s student population becomes increasingly diverse, persistent literacy achievement gaps among students of color, multilingual learners, and students from low-income backgrounds demand urgent attention. While the state\u27s READ Act mandates structured, evidence-based literacy instruction grounded in the Science of Reading, its successful implementation must not overshadow the equally vital need for culturally and linguistically responsive pedagogy. This white paper argues for a comprehensive, dual-framework approach that integrates both evidence-based literacy practices and culturally affirming instructional strategie