Term

Summer 2017

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Susan Manikowski

Secondary Advisor/Reader One

Feride Erku

Peer-Reviewer/Reader Two

Savanah Abeyta Neitzel

Abstract

In this study, a total of 52 reading intervention texts were examined for cultural representation and authenticity; the texts under analysis were from Fountas and Pinnell’s Leveled Literacy Intervention and Hasselbring’s Read 180. There were four major, interrelated research questions addressed by this work, two of which dealt with cultural representation in the texts and the extent to which they aligned to the regional population and national publishing statistics. The second set of research questions addressed the level of cultural authenticity through a comparative analysis of each program’s texts. The author concludes that, in this sample of texts, Read 180 is more culturally representative of English learner populations when compared to LLI. She also documents the implications for schools who have adopted LLI and their need to ensure greater levels of cultural diversity and authenticity within classroom and school-wide leveled libraries

Research Methodology

Program Evaluation, Text Analyses

Keywords

Curriculum, ESL/ ELLs, Multicultural Education, Reading

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