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
Advisor
Browne, Susan
Committee Member 1
Madden, Marjorie
Committee Member 2
Kedley, Kate
Keywords
Critical Literacy, Read Alouds, Response to Text
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.
Recommended Citation
Zeck, Kathryn Elizabeth, "How third grade students respond to the multiple perspectives in read alouds of critical texts" (2019). Theses and Dissertations. 2649.
https://rdw.rowan.edu/etd/2649
