Table of Contents

Abstract

Statement of the Problem

Review of Literature

Research Design

Threats to Internal

Threats to External Validity

Table of Contents Continued

Proposed Data

Pre-Test Post-Test Data Results

Survey Data Analysis and Correlation

Discussion/Implication

Refrences

Abstract

This action research study investigates a possible correlation between multicultural books and literacy levels. This action research is based on the Quasi-Experimental Design: Non-equivalent control group. Participants include eight-second grade students from the same classroom; they will be divided into two groups of four (the controlled group and the non-controlled group). A post-test will be administered at the end of the five-week period. This post-test will be a running record. Using the pretest, post-test and surveys there will be an examination of the correlation between multicultural books and literacy levels. 

Statement of the Problem

The problem that we are currently facing is that literacy is a number one problem in the United States. According to the 2009 United Nations Development Programme Report, the United States is number forty-five on the list and number twenty in rank. Based on the results of the standardized tests, new instructional methods both for the teacher and the students are needed. The United States is a very diverse country and the educational system needs to meet everyone’s needs in order to reach high literacy achievement rates (McIntyre, Hulan, & Maher, 2010). Supporting theorists shed a light into the world of multicultural literacy.

Review of Literature

Multicultural literature plays a significant role in the development of children's cross-cultural understanding (Harper & Brand, 2010; Hinton & Berry, 2004).

As human beings evolve, the network of understanding becomes more and more complex therefore we need to educate our children with an integration of ethnic texture (Dooley, 2008; Lim, 2004; Randencinch, 1998)

Multicultural books promote positive attitudes towards literacy and helps improve reading comprehension, writing quality and vocabulary. It is essential for academic advancement of all students; particularly for at risk students (Harper & Brand, 2010; Schaedel & Lazarowitz, 2005/2006; Smolen, Collins, & Still, 2008).

Research Design

Quasi-Experimental Design: Non- equivalent control group

Two groups: Groups are randomly assigned but individuals

are not. Individuals based on reading level: H/I Symbol Design: O X O, O X O

(O) Pre-test, (X) Tratment for Group # 1, (X) Treatment for Group # 2, (O) Post-test

Threats to Internal Validity

History

Maturation

Testing/Pretesting

Instrumentation

Morality

Statistical Regression

Selection- Maturation Interaction

Threats to External Validity

Ecological Validity

Generalizable Conditions

Multiple Treatments

Reactive Arrangements/Participants Effects: Novelty Effect

Proposed Data

Pre- Test & Post Tests Running Record

Student Surveys Demographics, Frequency, Attitudes, Short

Response

Teacher Survey

Demographics, Frequency, Attitudes, Short Response

Pre- Test/ Post- Test Results

Average of Pre-Test: 96.3333333Average of Post-Test: 98Difference: 3% Increase

Average of Pre-Test: 97.5Average of Post-Test: 97Difference: .5% Decrease

Survey Analysis and Correlation

rxy= 1

rxy= 1 rxy= 0.866025

Group 1: Student Surveys/Pre-Test Correlations(Treatment Group)

Survey Question: I enjoy reading.

Group 1: Student Surveys/Post-Test Correlations(Treatment Group)

Survey Question: I read books about different cultures.

Discussion/Implications

The action research indicates that there is a positive correlation between the frequency in which students read about different cultures and their reading levels. In addition research indicates that there is no correlation between the enjoyment of reading and their reading levels.

The research demonstrated that using multicultural books promotes higher reading level scores. After intervention students reading level increased from a set one to a set two; while students who were not in the treatment group did not improve and most scored less in set two.

References Abraham, L. (2000). Visual literacy in a multicultural environment: Integrating

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