Date of Award

2020

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Garrett J. Roberts

Second Advisor

P. Bruce Uhrmacher

Third Advisor

Kim Schmidt

Keywords

Culturally relevant pedagogy, ELL, Equity, LatinX, Reading, Writing

Abstract

Research suggests that culturally relevant pedagogical strategies are essential for improving culturally and linguistically diverse student achievement. However, there is little research about which specific strategies provide the largest impacts. And there is even less research on which strategies help LatinX English Language Learners achieve academic success in the areas of reading and writing. The purpose of this study was to determine the impact of utilizing culturally familiar text, as compared to culturally unfamiliar text, on reading comprehension and summary writing outcomes for secondary LatinX ELL students. This study sought to determine if there were statistically significant differences in reading and writing outcomes when students were given a culturally familiar text versus a culturally unfamiliar text, while providing participants a voice through student interviews. Participants read two texts of similar length, difficulty, and word count, answered comprehension questions, provided a writing summary response, and participated in student interviews. This study hopes to contribute to the existing knowledge base around CRP and culturally and linguistically diverse students.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Taryn Courtney Robertson

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

147 p.

Discipline

Education

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