Date Approved

6-12-2020

Embargo Period

6-16-2020

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Madden, Marjorie

Second Advisor

Browne, Susan

Third Advisor

Lee, Valarie

Subject(s)

Books and reading; Culturally relevant pedagogy

Disciplines

Language and Literacy Education

Abstract

The purpose of this study was to examine how student discussions during reading conferences impact literacy learning in the areas of student comprehension and motivation. Surveys, interviews, audio recorded discussions, and notes in a teacher research journal were all analyzed for emerging themes. The findings show that reading conferences have a positive impact on student literacy learning, specifically that there was an increase in reading comprehension and motivation. The data also revealed the major role that critical, multicultural texts have on reading comprehension and motivation for reading when coupled with reading conferences. Implications for future research are discussed.

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