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Sustained research (such as “Connecting Students to Culturally Relevant Texts”, http://www.utpa.edu/dept/curr_ins/faculty_folders/gomez_l/docs/reading_3.pdf ), and other such studies, have explored and validated the fact that cultural-based literature is pivotal in the initial stages of a student’s “learning to read”. Prior knowledge helps students construct bridges that help in their making predictions and outcomes about poems, stories, essays or dramas read in the English classroom. Reading for pleasure and identity encourages and stimulates the recently arrived to make personal, more meaningful connections. In a “learning to read” environment, pleasure and enjoyment form the initial launching point for further literary development.
The PPT presentation summarizes how to integrate CRL in the English classroom and the research and validation that supports it.