Theses and Dissertations

Date of Award

12-1-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Karin Lewis

Second Advisor

James Jupp

Third Advisor

Elena Venegas

Abstract

This study explores the possibilities and tensions that emerged when preservice teachers integrated both the science of reading and a culturally sustaining framework when learning about and teaching reading comprehension. Utilizing a constructivist grounded theory methodology, this research draws on data from interviews, student coursework samples, and a researcher journal collected over the course of a semester. During data analysis, four emergent themes were constructed: managing the multiple realities of teaching reading, leveraging background knowledge, navigating biculturalism and inequities, and negotiating a teacher’s role. Findings illustrate the complex relationship between theory and practice when preservice teachers draw on students’ linguistic and cultural resources within a structured science of reading framework. Findings prompt inquiries for further exploration related to engaging bilingual students’ assets to build on foundational reading skills. This research suggests that an integrated approach to the science of reading and culturally sustaining practices would require more responsive curricular materials and training and stronger communication pathways between general education and bilingual programs.

Comments

Copyright 2024 Elizabeth Kittleman. https://proquest.com/docview/3147649411

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