Date Approved

4-24-2019

Embargo Period

4-29-2019

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Madden, Marjorie

Third Advisor

Kedley, Kate

Subject(s)

Reading; Critical Pedagogy

Disciplines

Curriculum and Social Inquiry | Language and Literacy Education

Abstract

The purpose of this study was to examine how students respond to weekly read alouds of critical literacy texts. The specific aim was to see what type of critical stances students adopt as they respond to the multiple perspectives present in the texts. Student written reflections, audio recording of student talk, and anecdotal notes are all analyzed. The implications for implementing weekly read alouds of critical literacy texts as it relates to students' social awareness are discussed.

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