This critical, integrative qualitative review explores how researchers approach, describe, and justify culturally relevant, culturally responsive, or culturally sustaining literacy instruction in prekindergarten through fifth-grade (P–5) classrooms. We reviewed 56 studies published between 1995 and 2018. We documented terms researchers use, theorists cited, methods, student outcomes, and student populations. We also analyzed how researchers talked about achievement gaps, addressed their own positionality, and determined that specific literacy instructional practices were culturally informed. We found that researchers most commonly claim to document culturally relevant or responsive instruction, in some cases conflating the terms and related theorists. Most studies were qualitative, occurred with traditionally marginalized students (usually Black or Latinx) in the United States, and involved students reading a text that researchers deem culturally informed. We make recommendations for teachers and researchers to move the field of culturally informed literacy forward.

这项至关重要的，综合的定性评估探索了研究人员如何处理，描述和证明幼儿园至五年级（P-5）教室中与文化相关的，对文化敏感的或在文化上可持续的扫盲教学。我们审查了1995年至2018年之间发表的56项研究。我们记录了研究人员使用的术语，被引用的理论学家，方法，学生成绩和学生人数。我们还分析了研究人员如何谈论成就差距，如何解决自己的定位问题以及确定特定的文化素养教学实践。我们发现研究人员最通常声称记录与文化相关或具有响应性的说明，有时将术语和相关理论家混为一谈。大多数研究是定性的，这种情况发生在美国传统上被边缘化的学生（通常是黑人或拉丁裔），并且涉及学生阅读研究人员认为具有文化渊源的文章。我们为教师和研究人员提出建议，以推动文化知识素养领域的发展。