MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Committee Member 1
Committee Member 2
Basic Skills, Culturally Responsive Teaching, Interventions, Multicultural, Shared Reading, Social Justice
Culturally relevant pedagogy; Language arts (Middle school)
Language and Literacy Education
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.
Procida, Elizabeth A., "Using a culturally responsive approach to shared reading" (2018). Theses and Dissertations. 2512.