Abstract
READ 180 is a reading program primarily designed for both struggling readers and English language learners (ELLs) in the United States. In this paper, we report findings from a qualitative study that investigated how four adolescent ELLs responded to using READ 180, particularly in relation to their cultural needs. Findings from the study showed that READ 180 provided some culturally responsive interaction and activities, principally in terms of thematic units, but was unable to respond to the unique cultural needs and background knowledge of each ELL to facilitate reading development. We discuss the implications of these findings for culturally responsive pedagogy and curriculum planning.
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