{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/105211"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/105211","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The impact of reading and discussing culturally relevant texts with adolescents who struggle with reading","abstract":"The number of students who classify as non-readers or students who struggle with reading is dramatically increasing every year. Many of the struggling readers are reading well below their grade level and are struggling to obtain academic success in school. Educators are having problems getting students involved in reading. This matter of students’ involvement in reading is of concern to the nation. Students who are competent in reading have more opportunities to succeed academically, and students who read well are better able to contribute to the country’s well-being. Educators and parents are interested in ways to get non-readers involved in reading. This research seeks to discover the role culturally relevant texts have on African American reluctant readers in high school. The study strengthens our understanding of how book clubs/literature discussion groups can be used to support students’ learning. The project expands current research on the implementation of book clubs in a high school setting. Additionally, it produces a deeper understanding of the impact culturally relevant texts have on students who previously have had limited access to such texts (based on participants’ prior experiences). What is the role of reading and discussing culturally relevant texts with students who struggle with reading? To answer the question, I conducted a qualitative study. I worked with two literature discussion groups (six participants in each group). We read and discussed three culturally relevant texts. In addition, I conducted three interviews with the participants (pre-, post-, and one-year-later interviews). The data show that the books and literature discussion groups supported personal meaning-making by offering avenues for students to connect their own experiences to family members’ and larger community experiences, supported students’ willingness to engage in practices to improve comprehension, and enhanced students’ desire to engage in oral and silent reading, to request help from instructor or peers, and to offer and accept unrequested peer support.","abstract_html":"The number of students who classify as non-readers or students who struggle with reading is dramatically increasing every year. Many of the struggling readers are reading well below their grade level and are struggling to obtain academic success in school. Educators are having problems getting students involved in reading. This matter of students’ involvement in reading is of concern to the nation. Students who are competent in reading have more opportunities to succeed academically, and students who read well are better able to contribute to the country’s well-being. Educators and parents are interested in ways to get non-readers involved in reading. This research seeks to discover the role culturally relevant texts have on African American reluctant readers in high school. The study strengthens our understanding of how book clubs/literature discussion groups can be used to support students’ learning. The project expands current research on the implementation of book clubs in a high school setting. Additionally, it produces a deeper understanding of the impact culturally relevant texts have on students who previously have had limited access to such texts (based on participants’ prior experiences). What is the role of reading and discussing culturally relevant texts with students who struggle with reading? To answer the question, I conducted a qualitative study. I worked with two literature discussion groups (six participants in each group). We read and discussed three culturally relevant texts. In addition, I conducted three interviews with the participants (pre-, post-, and one-year-later interviews). The data show that the books and literature discussion groups supported personal meaning-making by offering avenues for students to connect their own experiences to family members’ and larger community experiences, supported students’ willingness to engage in practices to improve comprehension, and enhanced students’ desire to engage in oral and silent reading, to request help from instructor or peers, and to offer and accept unrequested peer support.","abstract_has_math":false,"creators":["Glass, Laporsha"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Möller, Karla","Barnett, Bernice","Bresler, Liora","McCarthey, Sarah"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-23T20:47:32Z","date_published":"2019-08-23T20:47:32Z","updated_at":"2026-07-22T22:24:44Z","subjects":["Culturally Relevant Literature, Literature Discussion Groups, Literacy, and Support Struggling Readers"],"languages":["en"],"rights":["© 2019 LAPORSHA GLASS"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/105211","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Möller, Karla","Barnett, Bernice","Bresler, Liora","McCarthey, Sarah"]},{"key":"dc:creator","label":"Author","values":["Glass, Laporsha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-08-23T20:47:32Z","2021-08-23T09:15:26Z","2019-04-18","2019-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally Relevant Literature, Literature Discussion Groups, Literacy, and Support Struggling Readers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["© 2019 LAPORSHA GLASS"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/105211"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The number of students who classify as non-readers or students who struggle with reading is dramatically increasing every year. Many of the struggling readers are reading well below their grade level and are struggling to obtain academic success in school. Educators are having problems getting students involved in reading. This matter of students’ involvement in reading is of concern to the nation. Students who are competent in reading have more opportunities to succeed academically, and students who read well are better able to contribute to the country’s well-being. Educators and parents are interested in ways to get non-readers involved in reading. This research seeks to discover the role culturally relevant texts have on African American reluctant readers in high school. The study strengthens our understanding of how book clubs/literature discussion groups can be used to support students’ learning. The project expands current research on the implementation of book clubs in a high school setting. Additionally, it produces a deeper understanding of the impact culturally relevant texts have on students who previously have had limited access to such texts (based on participants’ prior experiences). What is the role of reading and discussing culturally relevant texts with students who struggle with reading? To answer the question, I conducted a qualitative study. I worked with two literature discussion groups (six participants in each group). We read and discussed three culturally relevant texts. In addition, I conducted three interviews with the participants (pre-, post-, and one-year-later interviews). The data show that the books and literature discussion groups supported personal meaning-making by offering avenues for students to connect their own experiences to family members’ and larger community experiences, supported students’ willingness to engage in practices to improve comprehension, and enhanced students’ desire to engage in oral and silent reading, to request help from instructor or peers, and to offer and accept unrequested peer support.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-05-01","The student, Laporsha Glass, accepted the attached license on 2019-04-16 at 22:44.","The student, Laporsha Glass, submitted this Dissertation for approval on 2019-04-17 at 00:06.","This Dissertation was approved for publication on 2019-04-18 at 15:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13696 on 2019-08-22 at 16:22:27","Made available in DSpace on 2019-08-23T20:47:32Z (GMT). No. of bitstreams: 3 GLASS-DISSERTATION-2019.pdf: 158996318 bytes, checksum: 0e950a2408bb641b14aa227ef6bbc76c (MD5) LICENSE.txt: 4211 bytes, checksum: 91a9a96c484f232ca4c866fd764839ab (MD5) PROQUEST_LICENSE.txt: 4557 bytes, checksum: e4c7def54f1ffc2f75995f175de55c44 (MD5) Previous issue date: 2019-04-18","Embargo set by: Seth Robbins for item 112332 Lift date: 2021-08-23T20:47:38Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 112332 Lift date: 2021-08-23T20:48:32Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction set for Item 112332 on 2020-06-16T16:10:50Z with date 2021-08-23 by lac7@illinois.edu.","Limited Restriction Lifted for Item 112332 on 2021-08-23T09:15:26Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The impact of reading and discussing culturally relevant texts with adolescents who struggle with reading"]}]}],"canonical_facts":{"dc:contributor":["Möller, Karla","Barnett, Bernice","Bresler, Liora","McCarthey, Sarah"],"dc:creator":["Glass, Laporsha"],"dc:date":["2019-08-23T20:47:32Z","2021-08-23T09:15:26Z","2019-04-18","2019-05"],"dc:description":["The number of students who classify as non-readers or students who struggle with reading is dramatically increasing every year. Many of the struggling readers are reading well below their grade level and are struggling to obtain academic success in school. Educators are having problems getting students involved in reading. This matter of students’ involvement in reading is of concern to the nation. Students who are competent in reading have more opportunities to succeed academically, and students who read well are better able to contribute to the country’s well-being. Educators and parents are interested in ways to get non-readers involved in reading. This research seeks to discover the role culturally relevant texts have on African American reluctant readers in high school. The study strengthens our understanding of how book clubs/literature discussion groups can be used to support students’ learning. The project expands current research on the implementation of book clubs in a high school setting. Additionally, it produces a deeper understanding of the impact culturally relevant texts have on students who previously have had limited access to such texts (based on participants’ prior experiences). What is the role of reading and discussing culturally relevant texts with students who struggle with reading? To answer the question, I conducted a qualitative study. I worked with two literature discussion groups (six participants in each group). We read and discussed three culturally relevant texts. In addition, I conducted three interviews with the participants (pre-, post-, and one-year-later interviews). The data show that the books and literature discussion groups supported personal meaning-making by offering avenues for students to connect their own experiences to family members’ and larger community experiences, supported students’ willingness to engage in practices to improve comprehension, and enhanced students’ desire to engage in oral and silent reading, to request help from instructor or peers, and to offer and accept unrequested peer support.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-05-01","The student, Laporsha Glass, accepted the attached license on 2019-04-16 at 22:44.","The student, Laporsha Glass, submitted this Dissertation for approval on 2019-04-17 at 00:06.","This Dissertation was approved for publication on 2019-04-18 at 15:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13696 on 2019-08-22 at 16:22:27","Made available in DSpace on 2019-08-23T20:47:32Z (GMT). No. of bitstreams: 3 GLASS-DISSERTATION-2019.pdf: 158996318 bytes, checksum: 0e950a2408bb641b14aa227ef6bbc76c (MD5) LICENSE.txt: 4211 bytes, checksum: 91a9a96c484f232ca4c866fd764839ab (MD5) PROQUEST_LICENSE.txt: 4557 bytes, checksum: e4c7def54f1ffc2f75995f175de55c44 (MD5) Previous issue date: 2019-04-18","Embargo set by: Seth Robbins for item 112332 Lift date: 2021-08-23T20:47:38Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 112332 Lift date: 2021-08-23T20:48:32Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction set for Item 112332 on 2020-06-16T16:10:50Z with date 2021-08-23 by lac7@illinois.edu.","Limited Restriction Lifted for Item 112332 on 2021-08-23T09:15:26Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/105211"],"dc:language":["en"],"dc:rights":["© 2019 LAPORSHA GLASS"],"dc:subject":["Culturally Relevant Literature, Literature Discussion Groups, Literacy, and Support Struggling Readers"],"dc:title":["The impact of reading and discussing culturally relevant texts with adolescents who struggle with reading"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:44Z"}