Social-Emotional Learning and Multicultural Literature in Dialogic Read-Alouds (Poster 18)

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Multicultural/Multiethnic Education SIG Poster Session

Abstract

We wanted to determine if dialogic read-alouds (DRA), integrating social-emotional learning (SEL) content, could impact children’s (K-3) acquisition of targeted SEL vocabulary and SEL development. Guided by Culturally Sustaining Pedagogy and the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, we purposefully selected eight multicultural SEL books to use for eight weeks in an afterschool center. We designed and developed a SEL vocabulary assessment and administered web-based assessment tools to measure key age-appropriate social-emotional skills. We used a convergent parallel mixed methods design, and collected quantitative and qualitative data at the same time. The intervention did significantly impact students’ knowledge of targeted SEL vocabulary, and several students showed increases in performance levels for specific constructs.

Authors

• Susan V. Bennett, University of South Florida - St. Petersburg

• AnnMarie A. Gunn, University of South Florida - St. Petersburg

• Barbara Jean Peterson, University of South Florida

• Aarti P. Bellara, Western Carolina University

• Sherridon Sweeney, University of South Florida - Tampa