M.A. Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Dr. Marjorie E. Madden, Ph.D.
Committee Member 1
Dr. Kate Kedley, Ph.D.
Committee Member 2
Dr. Xiufang Chen, Ph.D.
Critical Literacy, CTE, Vocational-Technical Education
Content area reading
Language and Literacy Education
This paper provides a qualitative account of how Critical Literacy instruction fosters reading growth in vocational-technical school settings. This study examines how critical literacy enriches learning outcomes within Career and Technical Education (CTE). The findings are that Critical Literacy skills are necessary for all readers because they positively affect student engagement and participation in learning, especially if presented in a way that allows students to have an active role in their learning. Examples of how to integrate Critical Literacy instruction into CTE classrooms are presented and discussed. These instructional practices go beyond traditional reading comprehension skills. The conclusion is that incorporating Critical Literacy curricula into CTE programs can lead to a better understanding of the diverse world in which students must plan their futures. All readers need Critical Literacy skills to use in all career pathways. Ultimately, these results revealed that Critical Literacy instruction leads to better classroom participation in reading activities than when using traditional reading comprehension alone.
Infranco, Alice A., "EVOLVING LITERACY PRACTICES IN THE VOCATIONAL-TECHNICAL HIGH SCHOOL CLASSROOM: HOW CRITICAL LITERACY FRAMEWORKS ENHANCE LEARNING AND INCREASE STUDENT READING SUCCESS IN CTE" (2023). Theses and Dissertations. 3087.