Capstone/Dissertation Title

How does the explicit instruction of a multiple lens through literature affect reader response to text?

Term

2007

Capstone

Thesis

Degree Name

MAEd

Abstract

This capstone addresses the question: how does the explicit instruction of a multiple lens through literature affect reader response to text? The research illustrates how one teacher's early connection to writing as a student influenced her later connections to reading as a teacher and in turn sparked the question where do my students appear in the texts they read . The author reflects on her journey as student and teacher. She is largely influenced by the frame windows and mirrors developed by Emily Styles, the stages of multicultural development researched by James Banks and Gary Howard, and best practices of reading instruction illustrated in the work of Regie Routman. She utilizes literature circles, whole class discussions, and student journals as methods of data collection. The research concludes that when there is explicit instruction of multiple lenses, student connections and responses to texts are affected.

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