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Use of Multicultural Literature and American College Test (ACT) Reading Scores : = Ex-Post Facto Quantitative Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Use of Multicultural Literature and American College Test (ACT) Reading Scores :/
Reminder of title:	Ex-Post Facto Quantitative Study.
Author:	Christy, Angela.
Description:	1 online resource (113 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Multicultural education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381709766

Use of Multicultural Literature and American College Test (ACT) Reading Scores : = Ex-Post Facto Quantitative Study.
Christy, Angela.

Use of Multicultural Literature and American College Test (ACT) Reading Scores :Ex-Post Facto Quantitative Study. - 1 online resource (113 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (EDD/CI)--University of Phoenix, 2024.

Includes bibliographical references

The problem addressed in this quantitative ex-post facto study was that African American, Latino, and Native American students have lower reading fluency than Caucasian counterparts. The purpose of this study was to determine to what extent incorporating more literature written by African American, Latino, and Native American authors had on the American College Test (ACT) reading scores. The study was quantitative using an ex-post facto design to determine if incorporating more literature written by African American, Latino, and Native American authors helped to increase the archived ACT reading scores for 11th grade students from 2019-2020 (N=62), 2020- 2021(N=59), and 2021-2022 (N=64). The data was analyzed using OLS Regression with the 2020-2021 school year being the constant. ACT reading composites after the book adoption year (M=14.54, SD=4.31) did not have a statistically significant change from scores prior to the book adoption year (M=16.59, SD=4.28). Therefore, the null hypothesis could not be rejected. This study contributes to research as well as practitioners and leaders as a segue to more intentional literature selections and more intentional teacher training on using multicultural literature to help combat racial bias in the classrooms. More multicultural literature could have future benefits in literacy, fluency, and rigorous engagement for high school students, which could close the literacy gap over time between minority and Caucasian students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381709766Subjects--Topical Terms:

556370
Multicultural education.
Subjects--Index Terms:

African AmericanIndex Terms--Genre/Form:

554714
Electronic books.

Use of Multicultural Literature and American College Test (ACT) Reading Scores : = Ex-Post Facto Quantitative Study.
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520 $a The problem addressed in this quantitative ex-post facto study was that African American, Latino, and Native American students have lower reading fluency than Caucasian counterparts. The purpose of this study was to determine to what extent incorporating more literature written by African American, Latino, and Native American authors had on the American College Test (ACT) reading scores. The study was quantitative using an ex-post facto design to determine if incorporating more literature written by African American, Latino, and Native American authors helped to increase the archived ACT reading scores for 11th grade students from 2019-2020 (N=62), 2020- 2021(N=59), and 2021-2022 (N=64). The data was analyzed using OLS Regression with the 2020-2021 school year being the constant. ACT reading composites after the book adoption year (M=14.54, SD=4.31) did not have a statistically significant change from scores prior to the book adoption year (M=16.59, SD=4.28). Therefore, the null hypothesis could not be rejected. This study contributes to research as well as practitioners and leaders as a segue to more intentional literature selections and more intentional teacher training on using multicultural literature to help combat racial bias in the classrooms. More multicultural literature could have future benefits in literacy, fluency, and rigorous engagement for high school students, which could close the literacy gap over time between minority and Caucasian students.
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