Abstract
This paper describes the implementation of a high-intensity reading
tutoring intervention program using culturally responsive literacy
practices centered on diverse children’s literature intended to uplift
the needs and priorities of primary grade students experiencing literacy
learning challenges. First, we present a critical review of the research
on student literacy motivation and student identity. Next, we propose a
culturally responsive literacy motivation model that reconceptualizes
student literacy motivation through culturally responsive literacy
practices and literacy identity dimensions. We provide qualitative
findings from tutor and student participants that reflect
interconnections between dimensions of student literacy identity and
literacy motivation through culturally responsive literacy practices. We
provide implications and recommendations for literacy educators,
researchers, and policymakers, along with a resource section for
literacy educators.