Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Kamania Wynter-Hoyte
Abstract
This mixed methods study explores the implementation and impact of differentiated guided reading instruction for MLs in a second-grade classroom. Specifically, it examines how differentiation strategies are applied during guided reading sessions and investigates the role of culturally relevant texts in engaging and supporting ML students’ literacy development. Through a mixed-methods approach combining classroom observation, student artifacts, and interviews, the research highlights best practices for meeting the diverse needs of MLs and underscores the importance of using culturally responsive texts. Additionally, the study analyzes the effect of these instructional approaches on students’ academic progress by comparing Edmentum Winter and Spring assessment scores before and after implementation. Findings suggest that differentiated guided reading with culturally relevant materials can positively influence both student engagement and achievement among MLs.
Rights
© 2025, Briana Gomez
Recommended Citation
Gomez, B.(2025). I See Him in Me: Implementing Culturally Responsive Small Group Reading for Multilingual Learners. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8564