Capstone/Dissertation Title

How critical literacy can be explicitly taught in an upper elementary classroom

Term

2009

Capstone

Thesis

Degree Name

MAEd

Abstract

This project researched the question: how can critical literacy skills be explicitly taught in an upper elementary classroom? It documents one teacher's efforts to teach fifth grade students specific critical literacy skills. The study, with its foundation in Luke and Freebody's guiding practices of critical literacy, was based on the qualitative principles of action research. The author utilized McLaughlin and DeVoogd's Guided Reading Direct Instruction Framework to implement critical literacy strategy instruction in her classroom. The author records details of the project with pre-and post-study data. She uses research literature to validate and support the study. The author includes new discoveries and limitations of the research project. The findings suggest critical literacy instruction should be an integral part of the elementary classroom.

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