Redefining and Reimagining Foundational Skills with Dr. Abigail Amoako Kayser and Katie Keown In this episode of the Journal of Adolescent & Adult Literacy Podcast, host Matt Sroka welcomes Dr. Abigail Amoako Kayser and Katie Keown for a conversation about their article on culturally and linguistically sustaining approaches to foundational skills instruction.Dr. Kayser and Keown discuss how students’ home languages, dialects, and cultural knowledge are too often overlooked in literacy instruction. Together, they explore how classroom teachers can design joyful, rigorous instruction that honors students’ full linguistic repertoires while building the knowledge needed to access complex academic texts. This conversation is based off the JAAL article: Redefining and reimagining foundational skills: Centering joyful, culturally, and linguistically sustaining instruction in literacy instruction for CLD students written by Abigail Akosua Amoako Kayser, Katie Keown, Carey Swanson, Madeleine Mejia, and Brian Kayser.Katie Keown serves as a Literary Director at Student Achievement Partners, a nonprofit focused on improving student outcomes by ensuring all children receive equitable and essential instruction. Her work focuses on the organization’s secondary literacy initiatives, including teacher training and aligning systems to ensure all students receive the high-quality reading instruction they deserve. Prior to her time at SAP, she worked on the assessment team at HMH-Riverside and taught middle and high school students in Illinois and Mississippi. Katie is currently in the Reading Science doctoral program at Mount St. Joseph University, where her research interests include adolescent literacy and teacher preparation. She holds a Master’s in Reading Science from the Mount and a Bachelor’s in English from the University of Illinois. Abigail A. Amoako Kayser, Ph.D. is an Associate Professor in the Department of Early, Elementary, and Reading Education at James Madison University. She is a Fulbright Scholar and a former elementary school teacher. Her research explores how educators can engage in practices that promote equitable, joyful literacy development in culturally and linguistically sustaining ways for students in both the United States and Ghana.Primary Resources: Special Issue: Foundational Skills in Adolescent LiteracyRedefining and reimagining foundational skills: Centering joyful, culturally, and linguistically sustaining instruction in literacy instruction for CLD studentsAdditional Resources:IES Guide for Providing Reading Interventions for Students in Grades 4-9Writing to Read: Evidence for How Writing Can Improve ReadingIncreasing reading Fluency for Middle and High School StudentsBronfenbrenner's Ecological TheoryFunds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms

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