M.A. Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Culturally relevant pedagogy; Group reading
Elementary Education and Teaching
This teacher research study was conducted in a second grade classroom. The teacher set out to find out: What happens when students who are faced with repeated literacy failures receive culturally responsive instruction in place of basic skills instruction? Children that struggle with reading often receive basic skills support as a form of intervention; yet still struggle in reading and other areas of literacy. Students often develop a negative identify of themselves as a reader and this leads to diminish and sometimes a lack of self-efficacy. The students in this study are at risk for falling below grade level in reading. Many of the students that have received basic skills are from varied household incomes and diverse racial backgrounds. The participants of the study are a group of five students in second grade. They met with their classroom teacher three times a week for 40 minutes of small group literacy instruction over the period of three weeks. Instructional methods include literature circles, reading aloud, and multicultural literature. All instructional methods are considered to be Culturally Responsive in nature. Student work samples and dialogue from student led discussion are included within the data analysis. The results of the study indicate that by providing students with Culturally Responsive instruction, student engagement and motivation can be increased over time.
Williams, Idalis J., "Will it change their reflection? A culturally responsive reaction to literacy failures" (2016). Theses and Dissertations. 572.