TY - JOUR
T1 - Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students
AU - Kelley, Heather M.
AU - Siwatu, Kamau Oginga
AU - Tost, Jeremy R.
AU - Martinez, James
N1 - Publisher Copyright:
© 2015 Association of Educational Psychologists.
PY - 2015/7/3
Y1 - 2015/7/3
N2 - 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.
AB - 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.
KW - constructivism
KW - culturally responsive teaching
KW - reading comprehension
KW - reading self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=84938743101&partnerID=8YFLogxK
U2 - 10.1080/02667363.2015.1033616
DO - 10.1080/02667363.2015.1033616
M3 - Article
AN - SCOPUS:84938743101
SN - 0266-7363
VL - 31
SP - 293
EP - 313
JO - Educational Psychology in Practice
JF - Educational Psychology in Practice
IS - 3
ER -