Cultural relevance and informal reading inventory performance: African-American primary and middle school students

Tanya CHRIST, Ming Ming CHIU, Stephanie RIDER, Deborah KITSON, Katherine HANSER, Elizabeth MCCONNELL, Renae DIPZINSKI, Heather MAYERNIK

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

We explore whether (a) teacher ratings of texts' cultural relevance along various dimensions differ from those of students, (b) these ratings reflect a single construct, and (c) ratings of specific dimensions are related to specific reading outcomes. Fifty African-American students were each administered two text protocols for a total of 100 protocols. Teachers and students rated each text along multiple dimensions of cultural relevance. Factor analyses showed that teachers' cultural relevance ratings formed a coherent construct, but students' ratings did not. Multivariate, multilevel, mixed response analyses showed that students who rated places and experiences as culturally relevant had higher critical evaluation and connection scores. When researcher ratings were higher, students' word recognition meaning-maintenance, rereading at miscues, and literal comprehension scores were higher. Copyright © 2018 Association of Literacy Educators and Researchers.
Original languageEnglish
Pages (from-to)117-134
JournalLiteracy Research and Instruction
Volume57
Issue number2
DOIs
Publication statusPublished - 2018

Citation

Christ, T., Chiu, M. M., Rider, S., Kitson, D., Hanser, K., McConnell, E., . . . Mayernik, H. (2018). Cultural relevance and informal reading inventory performance: African-American primary and middle school students. Literacy Research and Instruction, 57(2), 117-134. doi: 10.1080/19388071.2018.1424274

Keywords

  • Cultural relevance
  • Informal reading inventory
  • Reading outcomes

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