Effects of Culturally Responsive Instruction (10 weeks) on Reading Comprehension, Listening Comprehension, and Word Reading (Poster 33)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Poster Session II for the Special Interest Group Research in Reading and Literacy (SIG 11)

Abstract

This study investigates the impact of culturally responsive instruction on reading comprehension (RC), listening comprehension (LC), and word reading (WR) among 252 students in grades 1-3. Participants were divided into three groups: one with a generic (but still evidence-based) approach and mainstream materials, another using an evidence-based and culturally responsive approach including a critical lens and centering students' interests and cultures, and a waitlisted control group. Over 10 weeks, students received small-group instruction focused on WR and LC. GLM analyses reveal significant improvements in LC for the culturally responsive group, though neither WR nor RC showed a significant effect. The study underscores the potential to integrate cultural relevance into skill-based literacy education and advocates for a multifaceted approach.

Author

• Jeanne Sinclair, Memorial University of Newfoundland