Date Approved

8-18-2025

Embargo Period

8-18-2025

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Critical Literacy, Technology, and Multilingual Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Stephanie Abraham, Ph.D.

Committee Member 2

Kate Kedley, Ph.D.

Disciplines

Education | Elementary Education

Abstract

This thesis examined how multicultural interactive read-alouds support first-graders’ literacy skills and cultural awareness. Multicultural literature was used to conduct interactive read-alouds to first-grade students. A look across all data sources suggested three main themes that occur throughout the research study. These themes included student engagement and questioning, making connections by experiencing culture through an authentic lens, and developing cultural awareness and empathy for those who are different. It was evident that incorporating multicultural literature into classroom instruction had a positive impact on students’ literacy development and cultural awareness. The data suggested that these multicultural texts supported the students’ development of critical thinking and empathy. This study emphasized the need to take into account the short time frame allotted to collect data.

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