Author

Rachel High

Date of Award

Fall 2018

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Toby Jenkins-Henry

Abstract

This action research study explores the enhancement of intrinsic motivation and reading achievement in an early literacy-tutoring program through the use of culturally relevant pedagogy. This program is an interventional method used in addition to the students’ reading curriculum. Students who have shown a reading deficit through low reading grades and consistently poor performance in benchmark tests qualify for the tutoring program. This paper contains a thorough review of the literature used to elucidate the theoretical framework. The historical background and importance of this research topic are also discussed. The methodology section of this study uses a mixed- methods design that incorporates both qualitative and quantitative measures. The results of this study will benefit the researcher and other educators in the school in better understanding the relationship of motivation and literacy achievement. It also allows the researcher to develop effective strategies for promoting literacy among struggling students with diverse needs.

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