Robyn Dailey

Article naming Georgia Southern Faculty and students who won awards at the 2019 Research Symposium. Professors pictured L-R : Tracy Linderholm, Mary Rebecca Wells, Anne Katz, and Juliann McBrayer.https://digitalcommons.georgiasouthern.edu/curriculum-facmedia/1006/thumbnail.jp

Using culturally relevant texts as read alouds can contribute to an increase in reading success for minority students as well as benefit all learners regardless of cultural backgrounds. The purpose of this action research study was to intentionally increase the usage of culturally relevant texts into a balanced literacy framework raising awareness and promoting the usage of cultural texts to foster positive relationships in a productive and positive learning environment enhancing students' experiences with literature and reading skills. The rationale was to analyze increases in positive relationships between teachers and students, reading motivation, and academic achievement. Using a series of interventions, the researcher collaborated with a third-grade classroom focusing and using the cultural classroom minority students as the target audience. Authentic texts that are culturally relevant for the target audience were used as an intervention in conjunction with observations and assessments to monitor changes in relationships, behaviors, interests, interactions, and reading progression. All students in the classroom participated and received exposure to the culturally relevant texts presented as read alouds and used to intentionally develop related tasks. At the end of the study, interest surveys, reading assessments, and field notes were analyzed to conclude changes in minority students' relationships with their teachers, willingness and desire to read, and changes in academic achievement.

Article naming Georgia Southern Faculty and students who won awards at the 2019 Research Symposium. Professors pictured L-R : Tracy Linderholm, Mary Rebecca Wells, Anne Katz, and Juliann McBrayer.https://digitalcommons.georgiasouthern.edu/curriculum-facmedia/1006/thumbnail.jp

Using culturally relevant texts as read alouds can contribute to an increase in reading success for minority students as well as benefit all learners regardless of cultural backgrounds. The purpose of this action research study was to intentionally increase the usage of culturally relevant texts into a balanced literacy framework raising awareness and promoting the usage of cultural texts to foster positive relationships in a productive and positive learning environment enhancing students’ experiences with literature and reading skills. The rationale was to analyze increases in positive relationships between teachers and students, reading motivation, and academic achievement. Using a series of interventions, the researcher collaborated with a third-grade classroom focusing and using the cultural classroom minority students as the target audience. Authentic texts that are culturally relevant for the target audience were used as an intervention in conjunction with observations and assessments to monitor changes in relationships, behaviors, interests, interactions, and reading progression. All students in the classroom participated and received exposure to the culturally relevant texts presented as read alouds and used to intentionally develop related tasks. At the end of the study, interest surveys, reading assessments, and field notes were analyzed to conclude changes in minority students’ relationships with their teachers, willingness and desire to read, and changes in academic achievement.