Date Approved

3-9-2023

Embargo Period

3-13-2023

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Dr. Marjorie E. Madden, Ph.D.

Committee Member 1

Dr. Kate Kedley, Ph.D.

Committee Member 2

Dr. Xiufang Chen, Ph.D.

Keywords

Critical Literacy, CTE, Vocational-Technical Education

Subject(s)

Content area reading

Disciplines

Language and Literacy Education

Abstract

This paper provides a qualitative account of how Critical Literacy instruction fosters reading growth in vocational-technical school settings. This study examines how critical literacy enriches learning outcomes within Career and Technical Education (CTE). The findings are that Critical Literacy skills are necessary for all readers because they positively affect student engagement and participation in learning, especially if presented in a way that allows students to have an active role in their learning. Examples of how to integrate Critical Literacy instruction into CTE classrooms are presented and discussed. These instructional practices go beyond traditional reading comprehension skills. The conclusion is that incorporating Critical Literacy curricula into CTE programs can lead to a better understanding of the diverse world in which students must plan their futures. All readers need Critical Literacy skills to use in all career pathways. Ultimately, these results revealed that Critical Literacy instruction leads to better classroom participation in reading activities than when using traditional reading comprehension alone.

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