The study being presented reviews the journey that five students had over the course of three weeks. I took five struggling readers that were already accepted into a Response to Intervention (RtI) Tier 2 classroom and created a culturally responsive environment for them to learn. This environment was created through a series of choice and freedom of opinion that was displayed throughout discussions and worksheets. In addition to being a culturally responsive teacher, I also integrated multicultural texts into their reading repertoire. The purpose of the multicultural texts was to get the students familiar with other cultures in the world and to see the similarities and differences that occur between cultures. The ultimate goal was to see how the use of culturally responsive instruction and integrating multicultural texts effected fifth grade struggling readers.
","abstract_html":"<p>The study being presented reviews the journey that five students had over the course of three weeks. I took five struggling readers that were already accepted into a Response to Intervention (RtI) Tier 2 classroom and created a culturally responsive environment for them to learn. This environment was created through a series of choice and freedom of opinion that was displayed throughout discussions and worksheets. In addition to being a culturally responsive teacher, I also integrated multicultural texts into their reading repertoire. The purpose of the multicultural texts was to get the students familiar with other cultures in the world and to see the similarities and differences that occur between cultures. The ultimate goal was to see how the use of culturally responsive instruction and integrating multicultural texts effected fifth grade struggling readers.</p>","abstract_has_math":false,"creators":["Teague, Dana Marie"],"institution":null,"degree_name":"M.A. Reading Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Sociocultural Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-11T08:00:00Z","date_published":"2016-01-11T08:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["Culturally Responsive","Fifth Grade","Multicultural Texts","Reading Specialist","RtI (Response to Intervention)","Culturally relevant pedagogy; Group reading; Multicultural education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/575","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["Teague, Dana Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Sociocultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Reading Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally Responsive","Fifth Grade","Multicultural Texts","Reading Specialist","RtI (Response to Intervention)","Culturally relevant pedagogy; Group reading; Multicultural education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/575"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study being presented reviews the journey that five students had over the course of three weeks. I took five struggling readers that were already accepted into a Response to Intervention (RtI) Tier 2 classroom and created a culturally responsive environment for them to learn. This environment was created through a series of choice and freedom of opinion that was displayed throughout discussions and worksheets. In addition to being a culturally responsive teacher, I also integrated multicultural texts into their reading repertoire. The purpose of the multicultural texts was to get the students familiar with other cultures in the world and to see the similarities and differences that occur between cultures. The ultimate goal was to see how the use of culturally responsive instruction and integrating multicultural texts effected fifth grade struggling readers.
"]},{"key":"dc:title","label":"Title","values":["The effects of culturally responsive instruction and multicultural texts to support fifth grade struggling readers in an RtI Tier 2 classroom"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["Teague, Dana Marie"],"dc:date.available":["2016-01-12T08:00:00Z"],"dc:description.abstract":["The study being presented reviews the journey that five students had over the course of three weeks. I took five struggling readers that were already accepted into a Response to Intervention (RtI) Tier 2 classroom and created a culturally responsive environment for them to learn. This environment was created through a series of choice and freedom of opinion that was displayed throughout discussions and worksheets. In addition to being a culturally responsive teacher, I also integrated multicultural texts into their reading repertoire. The purpose of the multicultural texts was to get the students familiar with other cultures in the world and to see the similarities and differences that occur between cultures. The ultimate goal was to see how the use of culturally responsive instruction and integrating multicultural texts effected fifth grade struggling readers.
"],"dc:identifier":["https://rdw.rowan.edu/etd/575"],"dc:subject":["Culturally Responsive","Fifth Grade","Multicultural Texts","Reading Specialist","RtI (Response to Intervention)","Culturally relevant pedagogy; Group reading; Multicultural education","Elementary Education and Teaching"],"dc:title":["The effects of culturally responsive instruction and multicultural texts to support fifth grade struggling readers in an RtI Tier 2 classroom"],"thesis:degree_discipline":["Language, Literacy, and Sociocultural Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Reading Education"]},"updated_at":"2026-07-24T04:13:21Z"}