Literacy as a Means of Empowerment for Children Living in Poverty

• In Event: Roundtable Session 23
  In Roundtable Session: Words and Worlds: Considering the Power of Literacy in Classrooms and Communities

Abstract

This study took place at an inner-city school with learning disabled students. Socio-cultural and economic hardship created a complex ecology of culture and learning, exacerbated by xenophobia, for the participants. The purpose was to explore whether transacting with text, featuring characters facing and solving similar problems, could empower the students to meet everyday challenges. A problem solving method, ISOLVE, scaffolded critical response during grand conversations. Use of mixed methods within the action research design found that scores on a problem-solving survey rose from 2.38 at pre-test to 2.84 and that both discourse and motivation to read increased. Teachers who work with children living in poverty can advocate for their students by breaking desirable goals into steps for their future success.

Authors

• Cory Hansen, Arizona State University

• Shelia Wells, Isaac School District

• Debby M. Zambo, Carnegie Project on the Education Docorate