Date Approved

1-11-2016

Embargo Period

1-12-2016

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Abraham, Stephanie

Subject(s)

Culturally relevant pedagogy; Group reading

Disciplines

Elementary Education and Teaching

Abstract

This teacher research study was conducted in a second grade classroom. The teacher set out to find out: What happens when students who are faced with repeated literacy failures receive culturally responsive instruction in place of basic skills instruction? Children that struggle with reading often receive basic skills support as a form of intervention; yet still struggle in reading and other areas of literacy. Students often develop a negative identify of themselves as a reader and this leads to diminish and sometimes a lack of self-efficacy. The students in this study are at risk for falling below grade level in reading. Many of the students that have received basic skills are from varied household incomes and diverse racial backgrounds. The participants of the study are a group of five students in second grade. They met with their classroom teacher three times a week for 40 minutes of small group literacy instruction over the period of three weeks. Instructional methods include literature circles, reading aloud, and multicultural literature. All instructional methods are considered to be Culturally Responsive in nature. Student work samples and dialogue from student led discussion are included within the data analysis. The results of the study indicate that by providing students with Culturally Responsive instruction, student engagement and motivation can be increased over time.

Share

COinS