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Author Piazza, Susan V
Title Case studies of transactions between boys' lived experiences and text
book jacket
Descript 235 p
Note Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1682
Adviser: Karen M. Feathers
Thesis (Ed.D.)--Wayne State University, 2006
This study examined the lived experiences of fourth grade African American males in relation to four different texts that represent various sociocultural features. Differences between behaviorist and sociocultural paradigms of literacy are highlighted and a comparison of comprehension assessments demonstrated how the different paradigms influence ways in which students are positioned by texts and assessments in school settings
Rosenblatt's (1938, 2005) transactional theory of reading and Vygotsky's (1934, 1962) social constructivist theory of learning influence the questions in this study. Ladson-Billings (1994), Smitherman (2000), and Delpit (1995) influence the stance toward culturally relevant practice with African American students; and finally, Newkirk (2002), Smith and Wilhelm (2002), and Tatum (2005) influence the focus on boys in relation to school literacy practices such as text selection and comprehension analyses
The study investigated three questions: (1) How do the boys' lived experiences impact their thinking in relation to each text? (2) What differences, if any, occur in the boys' comprehension when presented with culturally and linguistically varied texts? (3) How do the three comprehension assessments compare to one another? Procedures included an audio taped African American male reading of each text to provide consistent delivery across participants and texts. Participants were asked to retell the story in their own words, followed by questions and an interview
Patterns emerged that suggest the complex relationship between social and cultural influences on boys' thinking in relation to text. These participants indicated that they preferred texts that represented their interests in activity, their own cultural understanding of maleness, and humorous texts. However, the texts they least preferred elicited critical discussions that could facilitate new understandings of race, gender, violence, conflict resolution, and issues of language from alternative perspectives. The boys demonstrated higher levels of thinking and personal connections with texts that most represented their lived experiences and interests in all assessments and interviews, except for the traditional comprehension questions which contradicted all other findings. This paradox is attributed to the behaviorist perspective that values correct answers determined by the test developer rather than considering what the reader deemed important
School code: 0254
DDC
Host Item Dissertation Abstracts International 67-05A
Subject Black Studies
Education, Elementary
Education, Reading
Sociology, Ethnic and Racial Studies
0325
0524
0535
0631
Alt Author Wayne State University
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