Doudna 344arp

Running head: STUDENT RESPONSE TO LITERACY AMONG DIVERSE CULTURES 1
Student Response to Literacy Among Diverse Cultures
Melody Doudna
Franciscan University of Steubenville
Introduction
In schools today, there are many different issues that challenge students and teachers in
STUDENT RESPONSE TO LITERACY AMONG DIVERSE CULTURES 2
the pursuit of forming educated youth. Many of these challenging difficulties deal with the
natural struggles associated with students making connections and absorbing new content as they
read and develop an appreciation for literacy. For a child to become a student, he must have the
disposition to learn. To become literate, he must take on the disposition of a reader. In this
disposition is contained the desire and the proper inquisitive attitude of the learner. Reading
fosters this curiosity, and builds off of the support for literacy that students are given at home and
in the context of their own cultures. Teachers must always give their best instruction to each of
their students, especially in the area of literacy development. But in order to do this, it is
important for teachers to know and understand the specific experiences of their students
regarding literacy. As students come into the classroom from widely varying home cultures, it is
crucial for the educators to anticipate and properly evaluate their response to the literacy
instruction that is offered so that any adaptations or modifications can be put into effect
seamlessly.
Purpose
Understanding the factors and influences surrounding children learning to read is
essential to effective literacy education. I believe that all children can and should have the
opportunity to learn how to read and appreciate literature, and it is my hope that this research
will further that end. It is important to research the way of life of many different types of
students to find tools for the future. How do students’ home cultures impact the way that they
respond to literature? Are there certain strategies that are beneficial for ethnically diverse
students?
To answer this research question, I plan to send ethnographic surveys to schools with a
diverse student body for elementary teachers to record their observation. This follows the
principle of subsidiarity to gain a realistic view of effective teaching practice under specific
familial and cultural factors. Teachers will have an opportunity to reflect on the teaching
practice in their literacy programs and give data that will reflect trends among ethnic groups.
Also, there have been many scholarly articles written concerning the integration of literacy
within diverse cultures, and students’ response to these efforts. Studies concerning these will be
of great benefit to broadening my research field and making my findings more balanced. The
goal of this research is to gain deeper insight into teaching students literacy skills effectively
despite their varied cultural environments.
It is hypothesized in this study that students who come from an ethnic, minority, or
cultural backgrounds have less home support for literacy than their peers within the majority of
society, and will need special strategies to become motivated and effective literacy learners. It is
predicted that when teachers are aware of these struggles, they will be able to provide
appropriate strategies and adaptations that will help the students thrive in their literacy skills
across the curriculum.
Review of Literature
Can exterior factors play a role in why some children seem to struggle with literacy even
from the beginning of school? Jane Waldfogel (2012) studied the influence of out-of-school
factors on children’s literacy, investigating the question of success based on exterior
environmental factors. In her study, she examined how specific out-of-school factors may
contribute to existing and continuing literacy gaps at school entry. The participants in this study
reflect a focus on early literacy students from white, black, and Hispanic racial groups, as well as
children of immigrants, and examines socioeconomic factors as well. Information to determine
the factors that had an influence on children’s literacy was taken from several relevant case-
studies and surveys including The Early Childhood Longitudinal Study, Birth Cohort, which
followed the literacy levels of children born in 2001 to school entry, and also information from
the ECLS-K. She found that although many factors may contribute to the literacy gap at school
entry, teachers and policy makers need to realize their responsibility to do all they can to create
an effective learning environment and tailor their teaching to the children who can be predicted
to encounter problems in literacy development. In this way, after school entry, that achievement
gap can be closed as quickly as possible to maximize student achievement.
This article showed wide research on the various factors considered in this study, and
reliable sources which reflected slightly varying but overall steady results. These inspire the
reader with confidence in the overall integrity of the study. However, the author failed to show
much empirical evidence of the studies, stating only some scoring statistics from the The Early
Childhood Longitudinal Study, Birth Cohort. Perhaps the author’s argument for advanced policy
decisions would need more empirical evidence to make the changes that she is pushing for.
Graphs are important to include in this study so readers of different learning styles can
understand the gravity of the situation. Despite this lack of visuals, the article is very relevant to
the overall topic of research, following as it does the different factors that affect children’s
literacy, especially from home cultures. Additional literacy programs as well as improved parent
education on the importance of early literacy could both be aids in the search for a decrease of
the literacy gap both in children prior to school entry as well as eliminating it after school entry.
How much of a part does immigration play in the average American elementary
classroom? Leventhal, Brooks-Gunn and Xue (2006) explore this idea in relation to immigrant
children. “The present study extends existing research by examining longitudinal differences in
children’s verbal ability as a function of immigrant and racial/ethnic status”(p. 1360). In other
words, the authors examine diverse groups of immigrant children compared to non-immigrant
children and determine how this affects their English verbal skills, which are crucial to academic
literary success. The authors also look at how socioeconomic backgrounds could affect verbal
skills and achievement. They take a sample of 2,136 children, ages 3-16 from four ethnic
backgrounds: White Americans, Black Americans, Mexican Americans, and Puerto Ricans- in
various stages of immigration. These children were selected in 80 neighborhoods stratified by
socioeconomic status and race. The authors reviewed home-based interviews and assessments in
case-studies which provided the authors with empirical evidence for the verbal difficulties
experienced by immigrant children and the gap that lessens or widens within their group. The
authors found from their study that family and socioeconomic factors (income, maternal
education and age) affected children to some extent and in some circumstances, overall there was
a need for more research to determine whether these factors are the direct force behind the gap in
verbal skills or whether they come into play indirectly.
These researchers were very effective in using a large and varied sample of children to
gain a thorough understanding of particular factors that have the potential to influence children’s
verbal development. However, I agree with the authors that it is still somewhat unclear from
their results whether children’s home cultures play a direct or indirect role in their verbal
development once children are fully enrolled and working in the school systems of America. I
think that more research would be beneficial to further explore the moving factors in immigrant
children’s education, especially verbal skills which directly influence children’s literacy. In this
way, this article’s findings will be very useful to gaining a wider perspective of the types of
students who struggle with verbal skills and the various factors that teachers should consider
when modifying their practice. Perhaps an extension of this study could consider examining the
children in the school setting as well as the home visits already in place to see how children with
struggling verbal skills behave in schools where they are being assessed.
With a growing awareness of how a student’s culture has the potential to affect their
academics, Wahyudin (2015) wrote about the “Local Values Based” approach to education. This
approach originated as a response to the need for integration in schools, especially as a measure
to improve the quality of instruction and comprehension of learners. The purpose of this
research, according to the author, is to present a model of feasible literacy education that is
rooted in a culture’s values to support a society of learning that will enable all students to make
the necessary connections to succeed (Wahyudin, 2015). To investigate this proposition, the
author was sponsored by the Indonesia University of Education Administration, and used
participants in the Subang regency, drawing information from the Office of Education which is
instigating a monumental push for an eradication of illiteracy. The author used both qualitative
and quantitative research in compiling and presenting the data gathered. His methods to gather
the data were focused in such a way to create a standardized model to generate results on literacy
in a culture. This was a seven step model which, according to the author, included: “conducting
pilot study, organizing conceptual model, validating conceptual model, revising conceptual
model, testing the model, completing the model, and disseminating the final product” (p. 3). In
his research, the author discovered that literacy is recognized as an important part of functioning
in the society, and is highly supported by the culture there. The ‘cooperative principle’ is a main
characteristic of society in Subang, and was reflected in the different efforts that the author
discovered which were working for greater literacy. These included the participants in the
empirical study, tutors who were trained for functional literacy development, and the
development of new programs with universities and other entities that promoted reducing
illiteracy as urged by the government. The curriculum and the implementation of it in schools
reflected the desire and push for literacy in this society such that children were able to learn in a
way that their school literacy was knit seamlessly with their cultural literacy. By presenting
literacy in a familiar and cultural context, Wahyudin (2015) has found that: “It is an appropriate
approach to: the strengthening of human development and also a cheapest and fastest way to
decrease the number of illiterates; improvement of a country’s literacy rate in regard to public
health, nutrition, maternal and child health care, welfare, and life expectancy; and facilitate broad
based awareness on human rights and the country’s legal system, whereas illiteracy is closely
related to ignorance, backwardness, unemployment, and poverty that eventually causes low
productivity among individuals.” That is, by educating students in a localized way, they will
know the information much more thoroughly and will be able to then apply a solid knowledge
base to begin to think globally.
In this article, there was much hope for the future of literacy, as well as some points of
caution. I really liked the sampling and model for education research that the author drew from.
It was especially clear when he used the seven-step model for clarifying his research. Also, it
was very interesting to see just how many correlative factors the author identified that were
described above as resulting from appropriate functional literacy instruction within a society.
The only caution I would use in regard to this article is the author’s underlying assumption of the
end of an individual in society. With the definition of the human person that the Western school
of education holds, the role of the human in being educated is to fulfil himself and reach an end
that is reflected in his moral life. The attitude of communal use of people, especially with an
over-focus on globalization, has the potential to reduce the value and dignity of each individual
whose main end and only requirement for their personhood is to get to heaven. When the
individual is well-formed, this will include raising the society in which he lives, but this must not
be overlooked as backward or unprogressive. To do this would undermine the very goal of
literacy, which is to promote intrinsic human rights. Overall, this article was very relevant to
what my research question is hoping to identify within cultures. Future research could look at
testing the model for research that was outlined, with the goal of testing its’ feasibility within
other cultures and educational societies. Although it looks viable, this model still needs to be
tested. Overall, Wahyudin (2015) did an excellent job introducing and providing findings which
support the case for a local values based literacy approach.
Nieto (2013) studied how language, literacy, and culture all intertwine in a child’s
experience of learning and can be the difference between marginalization or success for each
student. In her research, she was investigating the connection between language, literacy, and
culture which contribute to an overall richer view of learning, especially regarding students
whose identities are deeply related to language, race, ethnicity, and immigration and have
traditionally received less attention to their growth in literacy. As the main participant in this
study, the author drew from her own experience as a second-generation Puerto Rican immigrant
who had experienced many factors concerning this lack of inclusion in the literacy of an
emerging child. Her own experience, although recognizably not broad enough to apply across the
spectrum, prompted her to make this deeper commitment to researching the question for the
benefit of others, which she has done throughout her life and shares the results of her search in
this research article. The author provided valuable insights into life as a child who many would
label as “at risk” and “limited English proficiency,” while she prefered to understand her position
and other individuals in her position as emergent bilinguals. The fact that her first language was
not English does not make her subpar, but opens her up to the great advantage of becoming
bilingual. In the author’s words, “My conclusion is that there is no need to erase part of one’s
identity in order to be successful” (p.9). She raises major questions concerning the illusion that
there must be a wall between home and school when there is such a divisive view between the
uses and value of English and a child’s home language. As the author states: “ I learned that
although Spanish was the language of family and love and nurturing, it was also a language of
low status... Most of all, I learned that to get ahead, you must speak, read, and write only
English. The result was a tremendous wall between home and school. It was only after I became
a teacher myself that I began to question why this should be so” (p.11). The proper integration
between culture and literacy in the school setting must be recognized as a major component in
each child’s success.
This article provides a very valuable resource for research on culture and literacy, as my
research is. The author’s first-person approach is appropriate since she is a primary source and
expert on the subject. This lends credibility to her experiences and findings. To improve the
strength of her article even more, however, I would recommend providing more secondary
sources that show empirical research on the topic of literacy and culture. She does include her
conversations with other experts, and references to their works, but there is a definite lack of
outside confirmation. Despite this, the author’s testimony and primary experience gives valuable
insight into a child who has experienced the different ways that literacy is taught in America to
those of different home cultures. This makes her paper a wonderful and relevant resource for my
research question. For future research, I would extend the circle of participants in the survey to
include the experiences of others likewise impacted by the lack of a sociocultural understanding
of literacy.
Methodology
The research methodology that was used in this report is both in the nature of surveys
distributed among participating teachers in relevant school districts as well as research taken
from experts in the field who have recorded their findings in research review articles. So this
study contains both the distributive survey approach as well as the content analysis approach.
The net of participating teachers was originally designed to include teachers from schools on the
border of America and Mexico. Unfortunately, these schools were unable to finish the survey
despite their prior commitment to do so because of unforeseen delays. If the data from these
schools had been present, the author was hoping they would strongly support her hypothesis and
provide rich data on the different cultural attitudes toward literacy. However, while this data was
unavailable, three schools within the Midwest area of the United States were more willing and
available to participate in the sample of multiethnic students and students with diverse needs.
The informal survey for teachers which focused on identifying cultural influences
regarding literacy was distributed to three teachers in three distinct schools in the Midwest region
of the United States. Participants in the sample included students from a variety of ethnicity
groups including Caucasian, Black/African American, and Multiracial. In the respective schools
there was a majority of Caucasian students, and total surveyed were a ratio of 35:8 with
Caucasian to other races. This was a smaller ethnic pool than the author desired, but it has still
given valuable findings. The average classroom gender ratio was 20 boy: 23 girl. Out of all of
the students surveyed, none of them were recorded as ELLs or had IEPs specifically for their
language difficulties. While their targeted behavior did not directly correlate to literacy, IEPs are
given for any disability that seriously interferes with a student’s learning. These students with
IEPs were diagnosed with ADHD (i.e. Attention Deficit Hyperactivity Disorder), ODD (i.e.
Oppositional Defiance Disorder), ID (i.e. Intellectual Disability), MD (i.e. Mental Disability) and
the Autism spectrum disorders. Literacy is a significant part of all student learning, so even
these students are impacted by literacy strategies. These teachers and classrooms were chosen
for study because they too have a population of diverse students and were more accessible to the
author. To support her hypothesis, the author believes that by studying classrooms that are
ethnically and culturally diverse, one can reach accurate conclusions regarding the pedagogy of
teaching literacy effectively to all students.
Findings
The findings presented in this document are a compilation of research done on secondary
research from related studies and actual research conducted by the author in surveys sent out to
teachers. The knowledge gained from experts in the field is presented in the literature reviews.
Results to the surveys are also presented. This research indicated that students are impacted by
instruction which targets a cultural approach to literacy which will more effectively foster a love
of reading. Based on these findings, it is clear that when teachers are aware of the need for
literacy development and integration in the classroom, they are able and more willing to find
ways that reach students across the cultural, gender, and disability gap that may exist.
Figure 1. Shows that all teachers surveyed considered literacy necessary for student success.
Figure 2. Shows different literacy strategies teachers strive to implement.
Based on these responses from the teachers surveyed, it is clear that they are aware of the
challenges of teaching literacy to a diverse group of learners. However, the second two
participants provided insightful suggestions for strategies they are currently using or hope to
implement in their classrooms to address literacy concerns more effectively. Their emphasis of
student choice that is implicit in their responses is very important. It shows that teachers need to
include cultural texts that are relevant to the students, as well as books that the students’ cultural
upbringing has led them to value. One of the biggest obstacles to understand when dealing with
different cultures is the difference in the value-based system of learning. For example, in a
child’s home culture one thing may be most desired and valued, while at school a different set of
values are presented. To bridge this, teachers must begin to understand the different cultures of
their students so they can then bring the values that the child’s family is teaching him or her to
the classroom too so the child can experience a continuum of learning across his experience.
Once these teachers who were surveyed were able to do this, they experienced greater student
response. To quote the first teacher participant: “The students seem to be more engaged and
attentive when the readings are relatable to their own personal experiences.”
This survey response shows how the teachers in the survey were aware of the great
impact of a student’s own experiences in his or her particular culture or even in his or her own
family culture. Although the pool of participants were not as culturally diverse as the author
originally anticipated, it was enlightening to see how their learning styles were still affected by
the individual home cultures as well. A strong family culture seemed to point to strong readers,
while the lack of this contributed to decreased literacy understanding. This is seen very well in
Figure 3, which illustrates the survey question that was the final one on the survey and focused
on the main question the author was researching. (See Fig. 3)
Figure 3. Teachers’ observations concerning the effects of students’ culture on their literacy.
Overall, the pool of participants had varied classrooms in regard to their students. Some
had more students with IEPs, there were different ratios of girls to boys, and there were different
ethnicities in each. Still, each teacher reiterated the importance of being sensitive to where
students come from and their past experiences in choosing literacy for the classroom. The
teachers individually place emphasis on certain effective strategies to a greater or lesser extent
than to others, but they all saw the importance of diversity in choosing them, and indeed their
very differences in selection illustrate this quite well. Some of the strategies mentioned by the
participants are: read-alouds, manipulative/sensory/accommodated books, and using pictures to
help students with vocabulary. One of the teachers noted that using visuals with the words was
especially effective with ESL students. This strategy could also be used with any literacy
challenged student to help them make connections with their experiences. The method of
surveying used in this research brought findings which point to the importance of integrating
literacy and culture for each student.
Recommendations
Research was in agreement on the efficacy of literacy instruction when teachers
accomodated their diverse students. Various strategies were promoted, with the overall finding
showing that there is a large variety of strategies that could be applicable to students from
different cultures. It might be most effective to try to understand the child’s individual culture,
and then differentiate instruction to reflect the diversity. It could be interesting to see which
specific strategies scored the highest for using with students of different ethnic backgrounds. Are
these stereotypical strategies that teachers use for multiracial students, or do teachers really
consider the unique needs of each student’s situation? To best understand a student’s culture, a
recommendation would be to move away from stereotypes and maintain at least a working
relationship with the parents so the teachers can begin to understand the actual home culture that
their student is coming from. It should be noted though that just because a strategy is
stereotypical does not mean that it should be discarded outright, but should be considered along
with others.
To extend this research, this survey could be distributed to a wider pool of participants. It
could be especially enlightening to distribute it along the border of America and Mexico, and
among the different regions of the United States with a very strong cultural identity from
immigrants who have brought their culture with them. The comparison of these statistics would
potentially lead to the use of more appropriate literacy strategies with various ethnicities and
minorities. Furthermore, it would make the database more credible to have a larger pool to be
able to draw more accurate conclusions from. With the current research, there are good
indicators that teachers are aware of the need for literacy differentiation to meet all needs.
However, if this research was extended, it would be interesting to see if all teachers see the
importance of and know how to differentiate instruction with various strategies.
The research articles also provided strong support for cultural approach to literacy for
students. This was especially true with ELLs. They also bring the reader to a deep
understanding of just how important English instruction is. A crucial part of literacy instruction
is the initial comprehension of English, and then a developing comprehension that enables the
students to become competitors in the global economy. Literacy instruction is most effective
when it builds upon itself and upon a student’s experiences. Once a teacher understands this, the
possibilities are endless for differentiation of instruction among students. This study was very
informative concerning how to positively impact a student’s approach to literacy.
The implications of the research gathered in this study are that a teacher has a great
potential to positively impact student literacy instruction. While students come from many
different cultures, they all deserve access to effective literacy programs.
References
Leventhal, T., Brooks-Gunn, J., & Xue, Y. (2006). Immigrant differences in school-age
children's verbal trajectories: A look at four racial/ethnic groups. Child
Development,77(5), 1359-1374.
Nieto, S. (2013). Language, literacy, and culture: Aha! moments in personal and sociopolitical
understanding. Journal Of Language And Literacy Education, 9(1), 8-20.
Ngaka, W., Graham, R., Masaazi, F. M., & Anyandru, E. M. (2016). Generational, cultural, and
linguistic integration for literacy learning and teaching in uganda: Pedagogical
possibilities, challenges, and lessons from one NGO. Journal Of Language And Literacy
Education, 12(1), 79-103.
Rodriguez, E., & Tamis-LeMonda, C. (2011). Trajectories of the home learning environment
across the first 5 years: Associations with children's vocabulary and literacy skills at
prekindergarten. Child Development, 82(4), 1058-1075.
Wahyudin, U. (2015). The quality of a "local values based" functional literacy program: Its
contribution to the improvement of the learner's basic competencies. International
Education Studies, 8(2), 121-127.
Waldfogel, J. (2012). The role of out-of-school factors in the literacy problem. The Future of
Children, 22(2), 39-54.
Appendix
Appendix A- Culture and Literacy Survey
Student Cultural Response to Literature Survey
1. On a scale of 1-6, with 6 as the highest, how necessary is literacy for student success?
1 2 3 4 5 6
2. If you view it as very necessary, what strategies do you usually administer to the broad
band of your students in Tier 1 tactics to help them learn this?
3. On a scale of 1-6, with 6 as the highest, how effective do you think these usually are?
Please also explain why.
1 2 3 4 5 6
Please Specify:
4. How many of your students have IEPs?
5. What are the disabilities of these children?
Please Specify:
6. What are the demographics in regard to race, gender, and ethnicity of your classroom?
7. On a scale of 1-6, with 6 as the highest, how effective are your usual literacy strategies
with the IEP students?
1 2 3 4 5 6
8. Please list additional literacy strategies you use to supplement your culturally diverse
students and the impact of these on literacy development.
9. If you could do anything differently to help your students develop an appreciation of
literacy that will also benefit their reading skills, what would these be? And what
restrictions do you experience that prevent you from implementing them?
10. Can you describe student responses to literature which you have observed in your
classroom, which you believe reflect a home or ethnic cultural effect?

Raw Data
Student Cultural Response to Literature
PAGE 1
Q1
On a scale of 1-6, with 6 as the highest, how necessary is
literacy for student success?
· Answered: 3
· Skipped: 0
123456
0%10%20%30%40%50%60%70%80%90%100%
Answer Choices– Responses–
– 0.00%
1 0
– 0.00%
2 0
– 0.00%
3 0
– 0.00%
4 0
– 0.00%
5 0
– 100.00%
6 3
Total 3
Q2
Export
If you view it as very necessary, what strategies do you
usually administer to the broad band of your students in

Tier 1 tactics to help them learn this?
· Answered: 3
· Skipped: 0
Showing 3 responses
The biggest strategy I use is while group read-alouds and think-alouds.
4/21/2017 2:22 AM View respondent's answers
N/A
4/20/2017 11:41 PM View respondent's answers
At my grade level we practice letter recognition, phonemic awareness, sound blending
Q3
Export
Customize
On a scale of 1-6, with 6 as the highest, how effective do
you think these usually are? Please also explain why.
· Answered: 3
· Skipped: 0
123456
Other (please
specify)
0%10%20%30%40%50%60%70%80%90%100%
– 0.00%
1 0
– 0.00%
2 0
– 0.00%
3 0
– 0.00%
4 0
– 0.00%
5 0
– 0.00%
6 0
– 100.00%
Responses 3
Other (please specify)

Showing 3 responses
As long as students are engaged and focused with the reading material than the think aloud she'll students
understand and comprehend the story better.
N/A
These are important skills for students before they learn to read
4/20/2017 9:18 PM HYPERLINK
"https://www.surveymonkey.com/analyze/browse/yjKfKgjCj88pvImyMr_2FhHIEsszzXo9Doj
RZhjKvEp2M_3D?respondent_id=6162591237" View respondent's answers
Total 3
Q4
Export
How many of your students have IEPs?
· Answered: 3
· Skipped: 0
Showing 3 responses
13
All my students have IEPs

07
Q5
Export
Customize
What are the disabilities of these children?
· Answered: 3
· Skipped: 0
Not Applicable
Other (please
specify)
0%10%20%30%40%50%60%70%80%90%100%
– 33.33%
Not Applicable 1
– 66.67%
Responses 2
Other (please specify)

Showing 2 responses
Autism, ADHD, ODD, ID, MD
Autism Spectrum Disorders
4/20/2017 11:41 PM HYPERLINK
"https://www.surveymonkey.com/analyze/browse/yjKfKgjCj88pvImyMr_2FhHIEsszzXo9Doj
RZhjKvEp2M_3D?respondent_id=6162701577" View respondent's answers
Total 3
Q6
Export
What are the demographics in regard to race, gender, and
ethnicity of your classroom?
· Answered: 3
· Skipped: 0
Showing 3 responses
All students are white 8:6 boy to girl
Female: 3 Male: 5 Caucasian: 6 Black/African American: 1 Multicultural: 1
7 boys, 14 girls, 3 African American, 2 multiracial, and 16 Caucasian

Q7
Export
Customize
On a scale of 1-6, with 6 as the highest, how effective are
your usual literacy strategies with the IEP students?
· Answered: 3
· Skipped: 0
123456
0%10%20%30%40%50%60%70%80%90%100%
– 0.00%
1 0
– 0.00%
2 0
– 0.00%
3 0
– 33.33%
4 1
– 33.33%
5 1
– 33.33%
6 1
Total 3
Q8
Export
Please list additional literacy strategies you use to
supplement your culturally diverse students and the
impact of these on literacy development.
· Answered: 3
· Skipped: 0
Showing 3 responses
Not a culturally diverse room
Read Alouds, manipulative/sensory/accommodated books
Using pictures to help students with vocabulary words allows ESL students to understand English words
that they might not be familiar with.
Q9
Export
If you could do anything differently to help your students
develop an appreciation of literacy that will also benefit
their reading skills, what would these be? And what
restrictions do you experience that prevent you from
implementing them?
· Answered: 3
· Skipped: 0
Showing 3 responses
Working in a multiple handicaps room is tricky because all of the behaviors and lack of attention and
focus can impede literacy growth at times.
I would choose a wide variety of books that expose the students to to various cultures, ethnicities, and
walks of life. I would choose books with characters that my students with special needs could identify
with. Literacy and reading would be taught primarily with trade books. The most restrictive aspect in trying
to implement this in the classroom would be finding the time to devote to these books and topics when
the scripted Basal reading program takes presidence in literacy and reading instruction.
I would like my students to read stories for a variety of purposes such as researching a topic, fun and
entertainment. I think that reading books by choice outside of the classroom builds their love of reading.
Q10
Export
Can you describe student responses to literature which
you have observed in your classroom, which you believe
reflect a home or ethnic cultural effect?
· Answered: 3
· Skipped: 0
Showing 3 responses
Most readings have been socially relevant versus culturally relavant. The students seem to be more
engaged and attentive when the readings are relatable to their own personal experiences.
Some students are more willing/interested to engage in reading than other students. It is evident which
students are read to in the home and whose parents make literacy and literature a priority.
Students who read at home with parents are more excited about reading and learning to read.

Doudna 344arp

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Doudna 344arp

Uploaded by

Copyright:

Available Formats

Running head: STUDENT RESPONSE TO LITERACY AMONG DIVERSE CULTURES 1

Student Response to Literacy Among Diverse Cultures

Franciscan University of Steubenville

Understanding the factors and influences surrounding children learning to read is

despite their varied cultural environments.

across the curriculum.

factors on children’s literacy, investigating the question of success based on exterior

children of immigrants, and examines socioeconomic factors as well. Information to determine

gap can be closed as quickly as possible to maximize student achievement.

various stages of immigration. These children were selected in 80 neighborhoods stratified by

verbal skills or whether they come into play indirectly.

base to begin to think globally.

be overlooked as backward or unprogressive. To do this would undermine the very goal of

support the case for a local values based literacy approach.

each child’s success.

teaching literacy effectively to all students.

Figure 2. Shows different literacy strategies teachers strive to implement.

on the main question the author was researching. (See Fig. 3)

participants are: read-alouds, manipulative/sensory/accommodated books, and using pictures to

literacy and culture for each student.

Research was in agreement on the efficacy of literacy instruction when teachers

importance of and know how to differentiate instruction with various strategies.

informative concerning how to positively impact a student’s approach to literacy.

different cultures, they all deserve access to effective literacy programs.

children's verbal trajectories: A look at four racial/ethnic groups. Child

understanding. Journal Of Language And Literacy Education, 9(1), 8-20.

linguistic integration for literacy learning and teaching in uganda: Pedagogical

Education, 12(1), 79-103.

prekindergarten. Child Development, 82(4), 1058-1075.

contribution to the improvement of the learner's basic competencies. International

Education Studies, 8(2), 121-127.

Children, 22(2), 39-54.

Appendix A- Culture and Literacy Survey

Student Cultural Response to Literature Survey

band of your students in Tier 1 tactics to help them learn this?

Please also explain why.

4. How many of your students have IEPs?

5. What are the disabilities of these children?

with the IEP students?

students and the impact of these on literacy development.

9. If you could do anything differently to help your students develop an appreciation of

restrictions do you experience that prevent you from implementing them?

classroom, which you believe reflect a home or ethnic cultural effect?

Student Cultural Response to Literature

On a scale of 1-6, with 6 as the highest, how necessary is

literacy for student success?

Answer Choices– Responses–

If you view it as very necessary, what strategies do you

usually administer to the broad band of your students in

Tier 1 tactics to help them learn this?

The biggest strategy I use is while group read-alouds and think-alouds.

4/21/2017 2:22 AM View respondent's answers

4/20/2017 11:41 PM View respondent's answers

At my grade level we practice letter recognition, phonemic awareness, sound blending

4/20/2017 9:18 PM View respondent's answers

On a scale of 1-6, with 6 as the highest, how effective do

you think these usually are? Please also explain why.

Answer Choices– Responses–

Other (please specify)

understand and comprehend the story better.

4/21/2017 2:22 AM View respondent's answers

4/20/2017 11:41 PM View respondent's answers

4/20/2017 9:18 PM HYPERLINK