Use of Culturally Responsive Pedagogy in Benefitting Culturally and Linguistically Diverse Elementary Struggling Readers
| dc.contributor.author | Roy, Soumita | |
| dc.date.accessioned | 2015-07-31T17:41:13Z | |
| dc.date.available | 2015-07-31T17:41:13Z | |
| dc.date.issued | 2015-06-15 | |
| dc.description | Teaching and Learning Department capstone project EDUC 3680 Capstone Seminar Professor name: Dr. Kristen Weeks Neal This essay investigates the application of culturally responsive pedagogy (CRP) in teaching the culturally and linguistically diverse (CLD) struggling readers in elementary grades. The need for early reading intervention has been identified and a literature review on both CLD struggling readers and CRP is presented. The reading intervention models such as Response To Intervention (RTI) and Reading Rescue (RES) are reviewed. CRP strategies such as balanced instruction, engaging reading activities, using multiethnic children’s literature, employing student voice and choice, responsive feedback, scaffolding, and, collaborative learning are discussed. Peer Assisted Learning Strategies (PALS) program is analyzed to support the reading process of the elementary CLD students. Implications and a plan of action are also provided. | en_US |
| dc.description.college | Peabody College of Education and Human Development | en_US |
| dc.description.department | Department of Teaching and Learning | en_US |
| dc.identifier.uri | http://hdl.handle.net/1803/7146 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University. Peabody College | en_US |
| dc.subject | Culturally and Linguistically Diverse (CLD) students | en_US |
| dc.subject | Culturally Responsive Pedagogy (CRP) | en_US |
| dc.subject | Struggling Readers | en_US |
| dc.subject | Culturally Relevant Teaching | en_US |
| dc.title | Use of Culturally Responsive Pedagogy in Benefitting Culturally and Linguistically Diverse Elementary Struggling Readers | en_US |
| dc.type | Capstone | en_US |