Primary Advisor/Dissertation Chair
Dr. Jennifer L. Carlson
Secondary Advisor/Reader One
This research was influenced by the Author’s personal experience with literacy practices and education. The question addressed in this capstone is, how to improve third grade literacy performance through the involvement of the After-School Literacy Enrichment Program? The capstone explores a sense of encouraging positive behavior, self-esteem, and motivation with our culturally diverse students as well as connecting with our students on a genuine level. The capstone cover the history of the two Southeast Asian groups; Hmong and Karen/Karenni leading onto the disparities and challenges in the United States. By providing a culturally responsive classroom as well as becoming a culturally responsive educator, creates a positive learning environment for the students. This research involves a group of third grade students for the after-school literacy enrichment program. The tools used for this research were observation, student survey, pre and post assessment, and informal student journaling. During the five-week program the result from the student’s engagement and literacy improves through a sense of belongingness in the classroom. With this exploration, educators must continue to create a safe and learning environment where students have the flexibility to share culture and language.
Action Research, Observation
Lee, Kalia, "Southeast Asian American Community: Improving Students Literacy Performance Through The Involvement Of The After School Literacy Enrichment Program" (2017). School of Education Student Capstone Theses and Dissertations. 4263.