Abstract
The use of culturally relevant material for urban students with special education/reading risk is frequently promoted in the literature; however, the empirical evidence appears limited. This study included eight African American urban second-grade students who scored within the at-risk range on the DIBELS Oral Reading Fluency measure. The students read culturally relevant and non-culturally relevant passages to assess differences in reading fluency, comprehension, and passage likeability. Results from an alternating treatment design and the Wilcoxon test indicated that students were more fluent on passages that were culturally relevant. Comprehension and passage likability assessments favored the culturally relevant passages but were not statistically significant. Findings are discussed relative to the beneficial effects of culturally relevant materials for culturally diverse populations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Multiple Voices for Ethnically Diverse Exceptional Learners
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
