The Relations Between Cultural Relevance and Reading Performance

• In Event: 75.053 - Strategic Approaches to Literacy Development

Abstract

This study examined the relations between cultural relevance of text, child’s interest and 10 aspects of reading performance. Fifty children in grades 2-6 each read two texts: one identified by teacher/researchers as culturally relevant and another identified as not culturally relevant. Thus, 100 reading events were analyzed with a multilevel, mixed response model. Findings demonstrated that some ratings of texts’ cultural relevance (overall, time, and place) were related to higher-order text processing (comprehension monitoring, critical thinking, and making connections). Results suggest that for equitable education cultural relevance of text should be considered in evaluating children’s assessment performance and in selecting text for instruction. Further, while overall cultural relevance ratings are useful, rating time and place dimensions may be most critical.

Authors

• Tanya M. Christ, Oakland University

• Ming Ming Chiu, Purdue University

• Stephanie Rider

• Deborah Kitson

• Renae Hieber, Anderson elementary

• Elizabeth McConnell, Romeo Community Schools

• Heather Mayernik, Oakland University