A culturally responsive framework for enhancing phonological awareness development in children with speech and language impairment

Abstract

In this article an example of a culturally responsive approach to working with children with speech–language impairment is discussed. The approach is centered on the premise that early literacy success is critical to these children's academic achievement and that multiple variables will contribute to children's literacy development. The example is novel in that it integrates a science-based model, the Component Model of Reading, with indigenous writings related to indicators for academic success, namely the importance of cultural identity, resilience, a sense of place, bicultural education, and the importance of family. This framework is termed ‘A Braided Rivers Approach' and is used in this article to discuss how speech–language therapists and teachers can advance children's phonological awareness development in ways that maximize the benefits for their early reading and spelling development and that values and respects children's cultural identity and background, particularly for children with speech–language impairment who are at risk of experiencing written language difficulties.