Culturally Relevant Literature: What Matters Most to Primary-Age Urban Learners

Autor/inn/en	Cartledge, Gwendolyn; Susan, Keesey; Bennett, Jessica G.; Ramnath, Rajiv; Council, Morris R., III.
Titel	Culturally Relevant Literature: What Matters Most to Primary-Age Urban Learners
Quelle	32 (2016) 5, S.399-426 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0693
DOI	10.1080/10573569.2014.955225
Schlagwörter	Cultural Relevance; Literature; Grade 1; Grade 2; Elementary School Students; Urban Schools; Student Attitudes; Immigrants; African American Students; Emergent Literacy; Reading Fluency; Reading Tests; Scores; Qualitative Research; Statistical Analysis; Correlation; Altruism; Interpersonal Competence; Identification (Psychology); Special Education; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Literatur; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Immigrant; Immigrantin; Immigranten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Frühleseunterricht; Lesetest; Qualitative Forschung; Statistische Analyse; Korrelation; Altruistic behavior; Altruismus; Interpersonale Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A descriptive analysis of these data showed that the students overwhelmingly rated the passages positively and preferred most the stories that they personally identified with, followed by those considered to be altruistic and/or fun. Passages that helped them to learn something also received positive ratings. We discuss these findings in terms of their implications for literacy development. [This article was published in "Reading & Writing Quarterly: Overcoming Learning Difficulties" (EJ1099101).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01