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ERIC Number: EJ1091753
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1547-1888
Effects of Culturally Relevant Materials on the Reading Performance of Second-Grade African Americans with Reading/Special Education Risk
Cartledge, Gwendolyn; Bennett, Jessica B.; Gallant, Dorinda J.; Ramnath, Rajiv; Keesey, Susan
Multiple Voices for Ethnically Diverse Exceptional Learners, v15 n1 p22-43 Spr 2015
The use of culturally relevant material for urban students with special education/reading risk is frequently promoted in the literature; however, the empirical evidence appears limited. This study included eight African American urban second-grade students who scored within the at-risk range on the DIBELS Oral Reading Fluency measure. The students read culturally relevant and non-culturally relevant passages to assess differences in reading fluency, comprehension, and passage likeability. Results from an alternating treatment design and the Wilcoxon test indicated that students were more fl uent on passages that were culturally relevant. Comprehension and passage likability assessments favored the culturally relevant passages but were not statistically signifi cant. Findings are discussed relative to the benefi cial effects of culturally relevant materials for culturally diverse populations.
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://ddelcec.org/Publications.php
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test