Cultural Relevance and Informal Reading Inventory Performance: African-American Primary and Middle School Students

Autor/inn/en	Christ, Tanya; Chiu, Ming Ming; Rider, Stephanie; Kitson, Deborah; Hanser, Katherine; McConnell, Elizabeth; Dipzinski, Renae; Mayernik, Heather
Titel	Cultural Relevance and Informal Reading Inventory Performance: African-American Primary and Middle School Students
Quelle	In: Literacy Research and Instruction, 57 (2018) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2018.1424274
Schlagwörter	Informal Reading Inventories; Cultural Relevance; African American Students; Elementary School Students; Middle School Students; Factor Analysis; Word Recognition; Reading Comprehension; Reading Instruction; Scores; Community Centers; After School Programs; Statistical Analysis + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Faktorenanalyse; Worterkennung; Leseverstehen; Leseunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Statistische Analyse
Abstract	We explore whether (a) teacher ratings of texts' cultural relevance along various dimensions differ from those of students, (b) these ratings reflect a single construct, and (c) ratings of specific dimensions are related to specific reading outcomes. Fifty African-American students were each administered two text protocols for a total of 100 protocols. Teachers and students rated each text along multiple dimensions of cultural relevance. Factor analyses showed that teachers' cultural relevance ratings formed a coherent construct, but students' ratings did not. Multivariate, multilevel, mixed response analyses showed that students who rated places and experiences as culturally relevant had higher critical evaluation and connection scores. When researcher ratings were higher, students' word recognition meaning-maintenance, rereading at miscues, and literal comprehension scores were higher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01