Summer 6-11-2016



Degree Name


Primary Advisor/Dissertation Chair

Jennifer Carlson

Secondary Advisor/Reader One

Melissa Kivi

Peer-Reviewer/Reader Two

Cindy LaVan


Educational state testing results have shown gaps between students of color and white students for many decades. Research demonstrates that white students perform better on standardized reading tests than do the students of color. The purpose of this project was to create a standardsbased, culturally and linguistically responsive vocabulary guide, to help select vocabulary in order to build a bridge between students’ home vocabulary and academic vocabulary; to support the efforts in closing the achievement gap. Research on best practice for culturally responsive teaching, culturally responsive literacy and vocabulary instruction, including specific strategies to teach vocabulary instruction was integrated. The research question explored was: “How do I create a culturally responsive vocabulary instruction guide to deliver third grade vocabulary instruction to third graders?” The final project was a culturally responsive vocabulary guide to best select and deliver Tier Two and Tier Three vocabulary instruction.

Research Methodology

Curriculum Development


Curriculum, Culturally Responsive Teaching, Culturally Responsive Vocabulary

Included in

Education Commons