Date of Award
5-2013
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Grace Vos
Department/School
Curriculum and Instruction
Abstract
The intent of the research was to determine if the use of supplementary reading activities involving cultural topics would increase reading proficiency of secondary Spanish heritage learners. Sixteen heritage learners participated in the study: nine girls and seven boys. At the time of the study, two students were in Spanish II, seven students were in Spanish III, six students were in Spanish IV and one student was in Spanish V. The four data sources for this research included the following: a student self-assessment, formative and summative assessments, a survey, and a teacher journal. These data revealed that the reading comprehension scores did increase for the heritage learners who participated in the study. The results of this research indicate that differentiation through reading is beneficial for heritage learners. In addition, the cultural connections in the readings were a key to sparking interest for participants.
Recommended Citation
Brownlow, Gayle. (2013). The Effects of Supplementary Reading Activities for Spanish Heritage Learners. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/26