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    Pedagogy for reading in rural Alaska: the effect of culturally relevant reading materials on student reading achievement in Chevak, Alaska

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    Author
    Geiges, Beth J.
    Chair
    Leonard, Beth
    Committee
    Topkok, Sean
    John, Theresa
    Adams, Barbara
    Keyword
    Reading (Middle school)
    Alaska
    Chevak
    Culturally relevant pedagogy
    Alaska Native students
    Readers (Middle school)
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/8126
    Abstract
    This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7th and 8th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community as well as student surveys on motivation. Results from the study indicate that student achievement in Reading using the CRRM program, as measured by standardized tests, namely Edformation's AIMSweb® (2002) tests of both R-CBM and MAZE, met with similar results in student Reading achievement using a Western curricular program. Both control and experimental groups in the quasi-experimental, exploratory sequential mixed methods study showed significant growth in Reading achievement in both fluency and comprehension, on standardized tests over a 12-week interval. Results from the study showed students in the CRRM program showed no significantly greater growth in reading comprehension or fluency during the study, as measured by AIMSweb® tests of MAZE and R-CBM. Student survey results showed increases in student motivation to read, enjoyment of reading class, and desire to read CRRM. Written questionnaires from community members outlined criteria for student success in reading. The results indicate that Alaska Native culturally relevant materials and teaching techniques can be used interchangeably with Western curricular materials in Alaska Native village schools with expectation of similar success in student Reading achievement. Students are eager to have CRRM in Language Arts classes, and the community is encouraged by the promising results.
    Description
    Dissertation (Ph.D.) University of Alaska Fairbanks, 2017
    Date
    2017-12
    Type
    Dissertation
    Collections
    Indigenous Studies

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