Date Approved

1-24-2018

Embargo Period

1-25-2018

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Browne, Susan

Committee Member 1

Madden, Marjorie

Committee Member 2

Abraham, Stephanie

Keywords

Basic Skills, Culturally Responsive Teaching, Interventions, Multicultural, Shared Reading, Social Justice

Subject(s)

Culturally relevant pedagogy; Language arts (Middle school)

Disciplines

Language and Literacy Education

Abstract

The purpose of this research study was to investigate and document changes in the motivation and engagement of basic skills students. The specific goal was to determine whether or not the replacement of purchased traditional intervention texts with authentic multicultural texts affected motivation in a basic skills classroom.

The intervention group of students during enrichment period demonstrated motivation to read and enhanced the way they saw themselves as readers. There was a renewed interest in literacy when experienced as an active activity. The implications discussed were for a culturally responsive shared reading environment.

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