Date Approved

5-28-2021

Embargo Period

5-28-2021

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Valarie Lee

Committee Member 1

Susan Browne

Committee Member 2

Marjorie Madden

Keywords

Funds of Knowledge (FofK)

Subject(s)

Culturally relevant pedagogy; Reading

Disciplines

Language and Literacy Education

Abstract

The purpose of this study was to understand how utilizing funds of knowledge (FofK) in reading lessons for students who receive additional academic support would affect their ability to independently engage in discussions. The study investigated how this impacted students' motivation and engagement for students during literacy lessons. Qualitative methods focused on observing students' individual, small group, and whole-group responses to literature. Participants included two students in a fifth grade, inclusion classroom who have been identified with specific learning disabilities and have Individualized Education Plans (IEPs). Both students come from significantly different backgrounds, as one is a child of a military member and the other a child who lives in the township. Data sources included a teacher's research journal, video recordings, surveys, student interviews, student journal responses, and student virtual responses. The data were analyzed through the use of triangulation and inductive coding to determine their importance. The findings support the themes of connections between self and FofK, emotional responses, creating questions, alternative ways to communicate, and making predictions.

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