Date of Award
Open Access Dissertation
This action research study describes the influence of culturally relevant literacy instruction on an urban preschool classroom and its effect on an educator-researcher. This research study was grounded in a theoretical framework that involved culturally responsive teaching pedagogy (Ladson-Billings, 1995), reality pedagogy (Emdin, 2012), and early literacy instruction (Algozzine, O’Shea, & Obiakor, 2009). The study was assembled as a case study bounded by one classroom in a federally funded daycare in a southern coastal city. It sought to answer the question: What are the important factors to consider when designing a culturally responsive reading curriculum for pre-kindergarten urban youth? The research question was further divided into two supporting questions:
(a) Can culturally responsive teaching be used to increase preschool literacy skills? and
(b) What is the influence of a culturally responsive literacy curriculum on urban preschool students? The study participants in this research included seven 4- and 5-year- old children: one Hispanic American male, four African American males, and two African American females. The data collection methods used in this study were a pre- post assessment on concepts of print, concepts of writing, early emergent literacy, and phonics, along with a narrative research journal. Quantitative data was analyzed using descriptive statistics and qualitative data was analyzed using a coding system of indicators consistent with culturally responsive teaching.
Kennedy, J. E.(2018). Culturally Responsive Literacy Instruction in the Urban Pre-Kindergarten Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5044