Date of Award

Summer 8-24-2024

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Jayson W. Richardson

Second Advisor

Kimberly Schmidt

Third Advisor

Kristina A. Hesbol

Fourth Advisor

Jesse J. Owen

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Colorado, Equity, Literacy, Multilingual learners, Reading to ensure academic development (READ) Act, Science of reading

Abstract

This dissertation critically examines the Colorado Reading to Ensure Academic Development Act (READ Act) through the lens of Critical Discourse Analysis, focusing on the discursive construction of the Act and its impact on educational opportunities for multilingual learners. The study explores the role of power and knowledge in shaping the READ Act and addresses the ideological tensions and power imbalances that arise from a policy primarily designed for monolingual, English-speaking students. Drawing on personal experiences and extensive research, this analysis highlights the shortcomings of a phonics-heavy approach mandated by the READ Act, particularly for multilingual learners who require a more comprehensive literacy instruction framework that includes oral language development, culturally relevant materials, and instruction in their home languages.

The findings reveal significant gaps in policy awareness and implementation, with policymakers often oblivious to the specific needs of multilingual learners. The study underscores the unintended consequences of well-meaning educational policies that, by neglecting the diverse needs of all students, perpetuate social injustices and inequalities. By analyzing the language and ideological underpinnings of the READ Act, this dissertation provides actionable recommendations aimed at creating more inclusive and equitable literacy instruction policies.

This research contributes to the broader discourse on educational policy, literacy instruction, and equity, offering insights for policymakers, educators, and researchers. It calls for a critical re-evaluation of policy language and implementation strategies to ensure that all students, regardless of language proficiency, can benefit from state literacy initiatives. Through this comprehensive analysis, the dissertation aims to inform better policy decisions that promote equity in reading instruction and ultimately improve educational outcomes for multilingual learners in Colorado and beyond.

Copyright Date

8-2024

Publication Statement

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

Rights Holder

Brooke K. Sassi

Provenance

Received from Author

File Format

application/pdf

Language

English (eng)

Extent

188 pgs

File Size

844 KB

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