MA Reading Education
Language, Literacy and Sociocultural Education
College of Education
Reading; Critical Pedagogy
Curriculum and Social Inquiry | Language and Literacy Education
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.
Zeck, Kathryn Elizabeth, "How third grade students respond to the multiple perspectives in read alouds of critical texts" (2019). Theses and Dissertations. 2649.