Date Approved

8-22-2024

Embargo Period

8-22-2024

Document Type

Thesis

Degree Name

Master of Arts (M.A.) Reading Education

Department

Critical Literacy, Technology, and Multilingual Education

College

College of Education

Advisor

Marjorie Madden, Ph.D.

Committee Member 1

Valarie Lee, Ph.D.

Committee Member 2

Kate Kedley, Ph.D.

Keywords

diverse;multiliteracies;multimodal

Subject(s)

Language arts (Middle school); Reading comprehension

Disciplines

Language and Literacy Education | Secondary Education

Abstract

This thesis examines if diverse, multimodal texts have an effect upon student engagement while increasing comprehension for students with varied learning styles. Applicable theories that gave direction to this research study were Multiliteracies Pedagogy, Culturally Responsive Teaching, Funds of Knowledge, and Constructivism. Throughout the unit’s duration, students were instructed with various types of multimodal texts that included song, video, graphic novels, and performance while also working with modern authentic, diverse traditional texts. Students were also given a choice of mode in how to respond and demonstrate understanding. The qualitative research study analyzed data sources such as student surveys; my teacher journal with detailed notes taken during lesson administration as well as quotes written from student discussions; and student artifacts such as videos of student skit performances, student journal entries, and student graphic novel spreads. Triangulation was employed to determine patterns and clear themes that were drawn from analyzed data. Patterns pointed to the importance of multimodal texts in addressing various learning styles, using diverse texts to spark conversations and student connections, and the important value of the graphic novel in the literacy classroom. Conclusions of the study address benefits perceived as well as limitations and suggestions for future research.

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