Second grade African-American reader response to culturally conscious and mainstream literature used for comprehension instruction

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dc.contributor.authorVlach, Saba Khan
dc.contributor.committeeChairSimpson, Anne
dc.contributor.committeeMemberHaag, Claudia
dc.contributor.committeeMemberCompton, Margaret
dc.date.accessioned2018-09-14T13:28:30Z
dc.date.available2018-09-14T13:28:30Z
dc.date.issued2011-05
dc.descriptionPage 96 does not exist in this thesis. It is absent from the hard copy.
dc.description.abstractThis thesis documents a qualitative research study that explored how 2nd grade African-American students responded in writing to picture books written by and about African-Americans (defined as culturally conscious, Sims, 1982), and how those responses differed from those student's responses to mainstream picture books. Over six weeks, the teacher-researcher read aloud six mainstream picture books and six culturally conscious African-American picture books to a 2nd grade class including ten African-American study participants. Data collected included 115 student written responses to literature, audiotaped book introductions, and field notes. A sentence-by-sentence analysis of the written responses revealed that for some African-American 2nd graders, culturally conscious literature produces a more emotional and more authentic response than mainstream literature.en_US
dc.identifier.urihttp://hdl.handle.net/11274/10369
dc.language.isoen_USen_US
dc.subjectAfrican American studiesen_US
dc.subjectBlack studiesen_US
dc.subjectElementary educationen_US
dc.subjectLiteracyen_US
dc.subjectReading instructionen_US
dc.subjectEducation
dc.subjectSocial sciences
dc.titleSecond grade African-American reader response to culturally conscious and mainstream literature used for comprehension instructionen_US
dc.typeThesisen_US
thesis.degree.departmentReadingen_US
thesis.degree.disciplineReading
thesis.degree.grantorTexas Woman's Universityen_US
thesis.degree.levelMasteren_US
thesis.degree.nameMaster of Artsen_US

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