Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Heather M. Kelley, Kamau Oginga Siwatu, Jeremy R. Tost, James Martinez

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.

Original languageEnglish
Pages (from-to)293-313
Number of pages21
JournalEducational Psychology in Practice
Volume31
Issue number3
DOIs
StatePublished - Jul 3 2015

Keywords

  • constructivism
  • culturally responsive teaching
  • reading comprehension
  • reading self-efficacy

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