Culturally Familiar Texts to Improve Reading and Writing Outcomes for High School English Language Learners: An Explanatory Sequential Mixed Methods Study
Date of Award
Curriculum and Instruction
Garrett J. Roberts
P. Bruce Uhrmacher
Culturally relevant pedagogy, ELL, Equity, LatinX, Reading, Writing
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.
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Robertson, Taryn Courtney, "Culturally Familiar Texts to Improve Reading and Writing Outcomes for High School English Language Learners: An Explanatory Sequential Mixed Methods Study" (2020). Electronic Theses and Dissertations. 1837.
Received from ProQuest
Taryn Courtney Robertson
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Secondary Education Commons