Date Approved

10-29-2024

Embargo Period

10-31-2024

Document Type

Thesis

Degree Name

Master of Arts (M.A.) Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Robert Eisberg, M.A.

Committee Member 2

Xiufang Chen, Ph.D.

Keywords

Culturally Responsive Teaching; Culturally Sustaining Pedagogy; Funds of Knowledge; Reading Engagement; Self-Determination Theory; Self-Efficacy

Subject(s)

Books and reading; Culturally relevant pedagogy; Reading (Primary)

Disciplines

Bilingual, Multilingual, and Multicultural Education | Elementary Education | Language and Literacy Education

Abstract

The purpose of this conceptual research was to explore how culturally responsive literacy practices and various theoretical frameworks can be integrated to enhance reading engagement among primary-aged readers. This study examines the connections among several relevant theoretical frameworks and identifies common themes related to reading engagement. The theories that guided this research include Culturally Responsive Teaching (CRT), Culturally Sustaining Pedagogy (CSP), Funds of Knowledge (FoK), Self-Efficacy, and Self-Determination Theory (SDT). The conceptual framework highlights common themes across these frameworks, such as the importance of professional development and pre-service teacher programs, the significance of recognizing student strengths and backgrounds, and the need for learner autonomy. It emphasizes the roles of cultural context, personal belief in capabilities, the application of existing knowledge, and intrinsic motivation. Additionally, this research addresses the missed opportunities presented by traditional reading logs and discusses alternative approaches to enhance reading engagement.

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