The Role of Culturally Relevant Texts and Comprehension Strategy Instruction in the Literacy Engagement of African American Adolescent Males
THE ROLE OF CULTURALLY RELEVANT TEXTS AND COMPREHENSION STRATEGY INSTRUCTION IN THE LITERACY ENGAGEMENT OF AFRICAN AMERICAN ADOLESCENT MALES by Russell Edward Patterson, III Bachelor of Arts, University of Pittsburgh, 2001 Master of Arts in Teaching, University of Pittsburgh, 2002 Submitted to the Graduate Faculty of The School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2012 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Russell Edward Patterson, III It was defended on July 13, 2012 and approved by John P. Myers, Associate Professor, Instruction and Learning Jerome Taylor, Associate Professor, Africana Studies Patricia A. Crawford, Associate Professor, Instruction and Learning Dissertation Advisor: Kim Gomez, Associate Professor, Instruction and Learning ii Copyright © by Russell Edward Patterson, III 2012 iii THE ROLE OF CULTURALLY RELEVANT TEXTS AND COMPREHENSION TEXTS AND COMPREHENSION STRATEGY INSTRUCTION IN THE LITERACY ENGAGEMENT OF AFRICAN AMERICAN ADOLESCENT MALES Russell Edward Patterson, III, Ph.D. University of Pittsburgh, 2012 Within the African American community, African American males, arguably, experience a great deal of difficulty in the current educational system (Biggs, 1992; Kleinfeld, 1998a, 1998b; Kunjufu, 2005; Tatum, 2003; Wynn, 1992; Wynn, 2005). This study seeks to examine the role of culturally relevant texts and comprehension strategy instruction in the literacy engagement of African American adolescent males. Following Garth-McCullough’s (2002) findings that highlight the positive correlation between African American students’ background knowledge and the comprehension of culturally relevant texts, this study modified Garth-McCullough’s (2002) design and explored nine, 9th grade private, boarding school African American male students’ reading comprehension and engagement with culturally relevant texts.
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