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

Browne, Susan

Subject(s)

Culturally relevant pedagogy; Group reading; Multicultural education

Disciplines

Elementary Education and Teaching

Abstract

The study being presented reviews the journey that five students had over the course of three weeks. I took five struggling readers that were already accepted into a Response to Intervention (RtI) Tier 2 classroom and created a culturally responsive environment for them to learn. This environment was created through a series of choice and freedom of opinion that was displayed throughout discussions and worksheets. In addition to being a culturally responsive teacher, I also integrated multicultural texts into their reading repertoire. The purpose of the multicultural texts was to get the students familiar with other cultures in the world and to see the similarities and differences that occur between cultures. The ultimate goal was to see how the use of culturally responsive instruction and integrating multicultural texts effected fifth grade struggling readers.

Other Repository URL

http://dissertations.umi.com/rowan:10110

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