Date Approved

5-19-2023

Embargo Period

5-23-2023

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Xiufang Chen, Ph.D.

Committee Member 2

Valarie G. Lee, Ed.D.

Keywords

Elementary, Mentor Text, Multicultural, Second Grade, Workshop, Writing

Subject(s)

Culturally relevant pedagogy; Language arts (Elementary)

Disciplines

Bilingual, Multilingual, and Multicultural Education | Elementary Education | Language and Literacy Education

Abstract

The purpose of this study is to investigate the effects of the utilization of relevant multicultural mentor texts during writer’s workshop instruction in the second-grade classroom. The specific aim is to understand how students relate these diverse texts to their development of literacy skills. This study is grounded in the theoretical frameworks of culturally relevant education and reader response theory. Upon data triangulation analysis, the following themes were identified: 1. Multicultural Literature Promoted Engagement with Literacy, 2. Multicultural Mentor Texts as a Guide for Writing, and 3. Writing as a Social Practice within the Writer’s Workshop Model. Implications regarding the significance of multicultural literature and best practices for elementary writing instruction are also discussed. Ultimately, the research suggests that students benefit from literacy instruction that incorporates multicultural literature and offers opportunities for socialization during writing instruction.

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