The Effects of Multicultural Education on Literacy

1. The Effects of Multicultural Education on Literacy Ramona Fabian Education 7202 Professor O’connor- Petruso Spring 2012

2. Table of Contents • Abstract • Statement of the Problem • Review of Literature • Research Design • Threats to Internal • Threats to External Validity

3. Table of Contents Continued • Proposed Data • Pre-Test Post-Test Data Results • Survey Data Analysis and Correlation • Discussion/Implication • Refrences

4. Abstract • This action research study investigates a possible correlation between multicultural books and literacy levels. This action research is based on the Quasi-Experimental Design: Non-equivalent control group. Participants include eight-second grade students from the same classroom; they will be divided into two groups of four (the controlled group and the non-controlled group). A post-test will be administered at the end of the five-week period. This post-test will be a running record. Using the pretest, post-test and surveys there will be an examination of the correlation between multicultural books and literacy levels.

5. Statement of the Problem • The problem that we are currently facing is that literacy is a number one problem in the United States. According to the 2009 United Nations Development Programme Report, the United States is number forty-five on the list and number twenty in rank. Based on the results of the standardized tests, new instructional methods both for the teacher and the students are needed. The United States is a very diverse country and the educational system needs to meet everyone’s needs in order to reach high literacy achievement rates (McIntyre, Hulan, & Maher, 2010). Supporting theorists shed a light into the world of multicultural literacy.

6. Review of Literature • Multicultural literature plays a significant role in the development of children's cross-cultural understanding (Harper & Brand, 2010; Hinton & Berry, 2004). • As human beings evolve, the network of understanding becomes more and more complex therefore we need to educate our children with an integration of ethnic texture (Dooley, 2008; Lim, 2004; Randencinch, 1998) • Multicultural books promote positive attitudes towards literacy and helps improve reading comprehension, writing quality and vocabulary. It is essential for academic advancement of all students; particularly for at risk students (Harper & Brand, 2010; Schaedel & Lazarowitz, 2005/2006; Smolen, Collins, & Still, 2008).

7. Research Design • Quasi-Experimental Design: • Non- equivalent control group • Two groups: • Groups are randomly assigned but individuals are not. • Individuals based on reading level: H/I • Symbol Design: O X O, O X O (O) Pre-test, (X) Tratment for Group # 1, (X) Treatment for Group # 2, (O) Post-test

8. Threats to Internal Validity • History • Maturation • Testing/Pretesting • Instrumentation • Morality • Statistical Regression • Selection- Maturation Interaction

9. Threats to External Validity • Ecological Validity • Generalizable Conditions • Multiple Treatments • Reactive Arrangements/Participants Effects: • Novelty Effect

10. Proposed Data • Pre- Test & Post Tests • Running Record • Student Surveys • Demographics, Frequency, Attitudes, Short Response Teacher Survey Demographics, Frequency, Attitudes, Short Response

11. Pre- Test/ Post- Test Results Average of Pre-Test: 97.5 Average of Post-Test: 97 Difference: .5% Decrease Average of Pre-Test: 96.3333333 Average of Post-Test: 98 Difference: 3% Increase

12. Survey Analysis and Correlation Group 1: Student Surveys/Pre-Test Correlations (Treatment Group) Survey Question: I enjoy reading. Group 1: Student Surveys/Post-Test Correlations (Treatment Group) Survey Question: I read books about different cultures. rxy= 1 rxy= 0.866025

13. Discussion/Implications • The action research indicates that there is a positive correlation between the frequency in which students read about different cultures and their reading levels. In addition research indicates that there is no correlation between the enjoyment of reading and their reading levels. • The research demonstrated that using multicultural books promotes higher reading level scores. After intervention students reading level increased from a set one to a set two; while students who were not in the treatment group did not improve and most scored less in set two.

14. References • Abraham, L. (2000). Visual literacy in a multicultural environment: Integrating • aesthetic with critical visual awareness. Journal of Visual Literacy, 20, 1, pp. 9 18. • Barksdale, M., Richards, J., Fisher, P., Wuthrick, M., Hammons, J., Grisham, D., & • Richmond, H. (2002). Perceptions of preservice elementary teachers on multicultural issues. Reading Horizons, 43(1), 27-48. • Bruna, K. R. (2007). Finding new words: How I use critical literacy in my • multicultural teacher education classroom. Journal of education for Teaching, 33, 1, pp. 115-118. • Canen, A. (2003). Child education and literacy learning for multicultural • societies: The case of the Brazilian national curricular references for child education (NCRs). Compare, 33,2.

15. References • Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47: 55-75.  • Eldering, L. (1996). Multiculturalism and multicultural education in an international perspective. Anthropology & Education Quarterly, 27, 3, pp. 315-330. • Ernst, S.B., & Mathis, J.B. (2007). Multicultural literature: Reading within a “new” literacy context. Journal of children’s literature, 34,1. • Gibson, M. A. (1984). Approaches to multicultural education in the United States: Some concepts and assumptions. Anthropology & Education Quarterly, 15, 1, pp. 94-120.  • Harper L. J., & Brand S. T. (2010). More alike than different: Promoting respect through multicultural books and literacy strategies. Childhood Education; 86,4: pp.224-233.  • Harris, Joyce L. (2003). Toward an understanding of literacy issues in multicultural school-age populations. American speech-language-hearing association, 34, 80-82.

16. References • Hayden, R., Anderson, J., & Gunderson, L. (1997). Literacy learning outside the classroom: Literacy learning from a multicultural perspective. The Reading Teacher, 50,6, pp. 514-516.  • Hinton, K.V., & Berry, T. (2004). Literacy, literature, and diversity. Journal of Adolescents and Adult Literacy, pp. 284-288.  • Hirsch, E.D., JR. (1988). Cultural literacy: What every American needs to know. Vintage Books. A Division of Random House, New York.   • Lim, B. (2004). Aesthetic discourses in early childhood settings: Dewey, Steiner, and Vygotsky. Early Childhood Development and Care,174(5), pp. 473-486.  • Locke, T., & Cleary, A. (2011). Critical literacy as an approach to literary study in the multicultural, high school classroom. English Practice: Practice and Critique. 10 (1), pp. 119-139.  • May, L. A. (2011). Situating Strategies: An examination of comprehension strategy instruction in one upper elementary classroom oriented toward culturally relevant teaching. Literacy Research and Instruction, 50: pp. 31-43.

17. References • McIntyre, E., Hulan, N., & Maher, M. (2010). The relationship between literacy learning and cultural differences: A study of teachers disposition. Journal of Reading Education, 35 (3), p. 19-25. • McMunn Dooley, C. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47: 55-75. • Modla, v. B., & Wake, D. G. Using a culturally-responsive approach to multicultural iterature: Preparing pre-service teachers to work with all students. College Reading Association, pp. 293-311.  • Norton, D. E. (1990). Teaching multicultural literature in the reading curriculum. International Reading Association, 44, 1, pp. 28-40. • Randencinch, M. C. (1998). Multicultural education for literacy in the year 2000: Traversing comfort zones and transforming knowledge and action. Peabody Journal of Education, 73 (3&4), p. 178-201 Literacy Research and Instruction, 47: 55-75.

18. References • Schaedel, B., & Lazarowitz, R., H. (2005/2006). Literacy development in a • multicultural city. International Journal of Learning, 12, 7. • Smolen, L. A., Collins, L, J., & Still, K, L. (2008). Enhancing cultural understanding and respect with multicultural text sets in the K-8 classroom. Ojela, 48, 2. • St. Amour, M. J. (2003). Connecting children’s stories to children’s literature: Meeting diversity needs. Early childhood journal, 31, 1. • Thomas, S., & Vanderhaar. J. (2008). Negotiating resistance to multiculturalism in a teacher education curriculum: A case study. The Teacher Educator, 43:173-197.  • Towell, J., & Similan, C. (2009). Teaching literacy through the visual arts in a multicultural world. Journal of reading education, 35, 1. • Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation ideology: Critically examining underlying messages in multicultural literature. Journal of Adolescents and Adult Literacy, 54(2), p. 109-118.