Culturally Relevant Literature: What Matters Most to Primary-Age Urban Learners

• Published in: Reading & writing quarterly Vol. 32; no. 5; pp. 399 - 426
• Main Authors: Cartledge, Gwendolyn, Keesey, Susan, Bennett, Jessica G, Ramnath, Rajiv, Council, Morris R., III
• Format: Journal Article
• Language: English
• Published: Routledge 2016
• Subjects: African American Students; At Risk Students; Charter Schools; Childrens Literature; Cultural Relevance; Elementary School Students; Emergent Literacy; Grade 1; Grade 2; Interviews; Literacy; Literature; Low Income Groups; Public Schools; Qualitative Research; Reading; Reading Achievement; Reading Comprehension; Reading Fluency; Reading Improvement; Reading Instruction; Reading Materials; Reading Skills; Reading Tests; Special Education; Teaching Methods; Urban Areas
• ISSN: 1057-3569
• DOI: 10.1080/10573569.2014.955225

The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A descriptive analysis of these data showed that the students overwhelmingly rated the passages positively and preferred most the stories that they personally identified with, followed by those considered to be altruistic and/or fun. Passages that helped them to learn something also received positive ratings. We discuss these findings in terms of their implications for literacy development.