Table of Contents
 Introduction
 Statement of the Problem
Slide # 3
Slide # 4
 Literature Review
 Theorists
 Pro Literacy
 Con Literacy
 Pro teacher
 Con Teacher
Slides 5-10
Side # 5
Slide # 6-7
Slide # 8
Slide # 9
Slide # 10
 Statement of Hypothesis
Slide # 11
Table of Contents
continued…
 Suggested Strategies
 Alternative Strategies
 Method
Slide # 12
Slide # 13
Slide # 14
 References
Slide # 15- 22
 Index: Suggested Books
Slide 23
 Permission Slip/ Survey
Slides 24-27
Introduction
 From my observations most classroom education is done
by a curriculum based on ethnocentric standards. Let me
explain myself, when children are learning about world
history; this is done by learning about the history of the
United States, but the United States is not the whole
world. When literacy blocks are being depicted in the
curriculum most books read are those that students living
in the U.S. understand, what does a student that just
came from the Caribbean understand about snow, or
certain holidays only celebrated here. By doing research
on this particular topic I want to better understand the
impact that multicultural and non-multicultural education
has on the students literacy level and on the teachers
teaching methods.
Statement of the Problem
 Literacy is a number one problem in the United
States. According to the United Nations
Development Programme Report 2009, 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 becoming a very diverse country as
each day passes by and therefore we should adapt
or structure the system to meet everyone’s needs in
order to reach high literacy achievement rates.
Literature Review:
Theorists
 We need to stop the dishonesty and ineptitude of policy
makers whose prescriptions for change are based on
evidence-free ideological convictions (Nieto & Bode, 2010;
Hirsch, 1988).
 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)
Literature Review: Pro
Literacy

Multicultural literature books make connections to the lives of young children. It reaffirms their
cultural identity by seeing themselves and their experiences represented in the books. It gives
them a sense of pride and helps them connect and speak of issues that are salient and familiar to
them (Canen, 2003; Harper & Brand, 2010; Hinton & Berry, 2004/2005; Locke & Cleary, 2011;
Smolen, Collins, & Still, 2008; St.Amour, 2003).

Multicultural literacy books can be a mirror or a window; reflecting a child’s own characteristics
and validating familiar cultures and experiences (Harper & Brand, 2010; St. Amour, 2003).

Multicultural literature teaches student about the world, its peoples and cultures. It encourages
students to bring their own cultures and languages into the classroom. Culturally responsive
instruction strengthens students’ connectedness with schools, which result in a reduction of
behavior problem. It fosters children’s understanding of and respect for their own cultures, as
well as the cultures of others (Barksdale, Richards, & Fisher, 2002; Harper & Brand, 2010; May,
2011; Modla &Wake, 2008; 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).
Literacy Review: Pro
Literacy Continued

Multicultural literacy challenges the take for granted messages and meanings attached to the
world around us. Students learn to challenge assumptions, reject racism, and other forms of
discrimination, to broaden their belief systems, and to develop more complex understanding of
literacy, diversity and schooling. This produces learners who have competencies in and can
operate successfully in two different cultures (Bruna, 2007; Gibson, 1984; Modla & Wake; St.
Amour, 2003).

Multicultural literature affirms cultural and linguistic identity and it establishes a greater
understanding of themselves and others (Canen 2003; Harper & Brand, 2010).

Rich language is embedded within multicultural literature; they are exposed to new vocabulary. It
is characterized by captivating illusive techniques and authentic stories within all genres (Ernst &
Mathis, 2007; Harper & Brand, 2010).

Greater variety in literature makes it more likely that all children will have access to narratives
that represent their various backgrounds as well as enrich and enlarge cultural awareness. With
understanding of different cultures will come respect for differences, tolerance for conflicting
beliefs, and the recognition of the common characteristics that all cultures share (Eldering, 1996;
Gibson, 1984; Norton, 1990; Schaedel & Lazarowitz, 2005/2006; Smolen, Collins, & Still, 2008; St.
Amour, 2003).
Literacy Review: Con
Literacy

Differences between home and school cultures can result in misunderstandings,
referred to as “cultural discontinuity” and cultural difference. This mismatch
between school and home literacy practices creates an inability of students to
produce school based literacy output (Modla & Wake; Randencich, 1998).

Multicultural inclusions in schools and classrooms collections of books and media
may be limited to folklore, which when used alone can reinforce stereotypes, or pay
scant attention to multicultural literature (Hinton & Berry, 2004; Randencich, 1998).

Students who do not see their culture reflected in the literature they read may
believe that they have no value and little to no importance in society and in school
(Canen, 2003; Harper & Brand, 2010; Hinton & Berry, 2004; St. Amour, 2003).
Literacy Review: Pro
Teacher

It is important for pre-service teachers to have an extensive knowledge base about
books representing a variety of cultures because this will help students critically
analyze their cultural, social, and political worlds. This results in the understanding
of more than one cultural perspective in the minority group (Barksdale, Yoon).

Culturally responsive teachers are sensitive to the challenges that some of their
students face and at the same time see the strengths that students from other
cultures bring to the classroom. The culturally relevant teaching strategies have the
potential to challenge students academically and intellectually while treating them
with respect and dignity (May, 2011; Modla & Wake).

Learning to teach is a complex undertaking, but the challenges and tensions are
points for growth and learning. Teachers who understand culture, who are familiar
with the functions of culture, and who are aware of the dimension of culture are less
likely to experience cultural conflict with their students and have the potential to
dramatically influence multicultural education for literacy (Modla & Wake;
Randencich, 1998; Thomas & Vanderhaar, 2008).
Literacy Review: Con
Teacher
 Teachers’ beliefs about and attitudes towards children who are different from
themselves may well affect the teachers ultimate instructional practices and
interactions which result in tensions in the classroom (McIntyre, Hulan, &
Maher, 2010; Modla & Wake; Thomas & Vanderhaar, 2008).
 There is a scarcity of teachers willing and able to use multicultural literature,
most of the nations teachers are monolingual while their students are
increasingly limited- English proficient (Modla &Wake; Randencich, 1998).
 Pre-service teachers bring little awareness or understanding of discrimination,
they must be aware that culture is as fluid and ever changing as students who
enter the classroom. Antiquated, ethnocentric curriculum that does not honor
this fluidity does not engage the learner in a contemporary and self-significant
dialogue, which wakens their identity construction process (Canen, 2003;
Modla & Wake; Towell & Similan, 2009).
Hypothesis
 Hypothesis #1: Integrating multicultural books in the
curriculum over a two month period with two
second grade classrooms in P.S. X; Brooklyn N.Y., will
increase literacy levels by way of running records.
 Hypothesis #2: Integrating multicultural education
awareness (services) in teachers over a two month
period with two second grade classrooms in P.S. X;
Brooklyn N.Y., will increase literacy levels in their
students.
Suggested Strategies

Inviting parents to contribute children’s home literacy efforts to their school portfolios
may increase levels of literacy.

Working ingeniously to connect community with further literacy efforts may increase
literacy levels.

In-depth discussions about multicultural books and their messages may increase literacy
levels.

Open mind portrait about different cultural books increases cultural awareness and
literacy levels.

Reading a book in English and then writing an analysis in Spanish helps both languages
stay strong.

Teachers can use students’ experiences as a basis for their writing and for their
interactions with quality multicultural literature.
(Harper & Brand, 2010; Modla & Wake; Randencich, 1998)
Alternative Strategies
 Songs have messages and stories built into them, about life and
different cultutes.
 Taking a look at lyrics is just another form of telling a story.
 Writing poetry or reading different cultural poetry may increase
literacy levels.
 Storytelling about their cultures history or similar books in the
classroom can bring importance to the child and books.
 Visual Culture and technology is an added benefit to accessing
different types of cultural literacies.
(Abraham, 2010; Hinton & Berry, 2004; Smolen, Collins, & Still, 2008; St.
Amour, 2003;Towell & Siilan, 2009)
Method
 Participants: In this research paper the participants
will be two second grade classes in P.S. X in
Brooklyn, NY.
 Instruments: Instruments that will be used are
multicultural books, running records and a survey.
References
 Abraham, L. (2000). Visual literacy in a multicultural environment:
Integrating aesthetic with critical visual awareness. Journal of Visual
Literacy, Vol. 20, No. 1, pp. 9-18.
 Barksdale, M., Richards, J., Fisher, P., Wuthrick, M., Hammons, J., Grisham,
D., & Richmond, H. (2002). Perceptions of preservice elementary teachers
on multicultural issues. Reading Horizons, 43 (1), 27-48.

Bruna, K. R. (2007). Finding new words: How I use critical literacy in my
multicultural teacher education classroom. Journal of education for
Teaching, Vol. 33, No. 1, pp. 115-118.
 Canen, A. (2003). Child education and literacy learning for multicultural
societies: The case of the Brazilian national curricular references for child
education (NCRs). Compare Vol. 33, No. 2.

Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking
micro-transformations. Literacy Research and Instruction, 47: 55-75.
References Continued….

Eldering, L. (1996). Multiculturalism and multicultural education in an
international perspective. Anthropology & Education Quarterly, Vol. 27, No.
3, pp. 315-330.
 Ernst, S.B., & Mathis, J.B. (2007). Multicultural literature: Reading within a
“new” literacy context. Journal of children’s literature, Vol. 34, No. 1.

Gibson, M. A. (1984). Approaches to multicultural education in the United
States: Some concepts and assumptions. Anthropology & Education
Quarterly, Vol. 15, No. 1, pp. 94-120.
 Harper L. J., & Brand S. T. (2010). More alike than different: Promoting
respect through multicultural books and literacy strategies. Childhood
Education; 86,4; pp.224-233.
 Harris, Joyce L. (2003). Toward an understanding of literacy issues in
multicultural school-age populations. American speech-language-hearing
association, Vol. 34, 80-82.
Refrences Continued
 Hayden, R., Anderson, J., & Gunderson, L. (1997). Literacy learning outside
the classroom: Literacy learning from a multicultural perspective. The
Reading Teacher, Vol. 50, No. 6, pp. 514-516.
 Hinton, K.V., & Berry, T. (2004). Literacy, literature, and diversity. Journal of
Adolescents and Adult Literacy, pp. 284-288.
 Hirsch, E.D., JR. (1988). Cultural literacy: What every American needs to
know. Vintage Books. A Division of Random House, New York.
 Lim, B. (2004). Aesthetic discourses in early childhood settings: Dewey,
Steiner, and Vygotsky. Early Childhood Development and Care, Vol. 174(5),
pp. 473-486.
 Locke, T., & Cleary, A. (2011). Critical literacy as an approach to literary
study in the multicultural, high school classroom. English Practice: Practice
and Critique. Vol. 10 (1), pp. 119-139.
References Continued
 May, L. A. (2011). Situating Strategies: An examination of comprehension
strategy instruction in one upper elementary classroom oriented toward
culturally relevant teaching. Literacy Research and Instruction, 50: pp. 31-43.

McIntyre, E., Hulan, N., & Maher, M. (2010). The relationship between
literacy learning and cultural differences: A study of teachers disposition.
Journal of Reading Education, Vol. 35 (3), p. 19-25.

McMunn Dooley, C. (2008). Multicultural literacy teacher education:
Seeking micro-transformations. Literacy Research and Instruction, 47: 55-75.
 Modla, v. B., & Wake, D. G. Using a culturally-responsive approach to
multicultural literature: Preparing pre-service teachers to work with all
students. College Reading Association, pp. 293-311.
 Norton, D. E. (1990). Teaching multicultural literature in the reading
curriculum. International Reading Association, Vol. 44, No. 1, pp. 28-40.
References Continued
 Randencinch, M. C. (1998). Multicultural education for literacy
in the year 2000: Traversing comfort zones and transforming
knowledge and action. Peabody Journal of Education, 73 (3&4),
pp. 178-201 Literacy Research and Instruction, 47: 55-75.
 Schaedel, B., & Lazarowitz, R., H. (2005/2006). Literacy
development in a multicultural city. International Journal of
Learning, Vol. 12, No. 7.
 Smolen, L. A., Collins, L, J., & Still, K, L. (2008). Enhancing
cultural understanding and respect with multicultural text sets
in the K-8 classroom. Ojela, Vol. 48, No. 2.
 St. Amour, M. J. (2003). Connecting children’s stories to
children’s literature: Meeting diversity needs. Early childhood
journal, Vol. 31, No.1.
References Continued
 Thomas, S., & Vanderhaar. J. (2008). Negotiating
resistance to multiculturalism in a teacher education
curriculum: A case study. The Teacher Educator,
43:173-197.
 Towell, J., & Similan, C. (2009). Teaching literacy
through the visual arts in a multicultural world.
Journal of reading education, Vol. 35, No. 1.
 Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation
ideology: Critically examining underlying messages in
multicultural literature. Journal of Adolescents and
Adult Literacy, 54(2), p. 109-118.
Index: Suggested Books

Cha, D. (1996). Dia’s story cloth. New York: Lee & Low Books.

Choi, Y. (2003). The name jar. New York: Random House.

De Varennes, M. (2007). The jewel box ballerinas. New York: Random House.

Flake, S. (1998). The skin I’m in. New York: Hyperion.

Johnson, A. (2007). Lily Brown’s paintings. New York: Scholastic.

Kissinger, K. (1997). All the colors we are. St. Paul, MN: Readleaf Press.

Katz, K. (1999) The color of us. New York: Henry Holt.

McKissack, P.C., & Pinkney, J. (2001). Goin’ someplace special. New York: Antheneum
Books for Young Readers.
Index: Suggested Books
 Polacco, P. (1992). Mrs. Katz and Tush. New York:
Bantam
 Winter J. (2004). The librarian of Basra: A true story
from Iraq. Orlando: Harcourt, Inc.
 Woodson, J. (2001). The other side. New York:
Penguin.
 (Ernst & Mathis, 2007; Harper & Brand, 2010;
Randencich, 1998; Smolen, Collins & Still, 2008)
Parent Permission

Parents Permission

Dear Parents,
My name is Ramona Fabian; I am currently completing my master’s degree in education at Brooklyn
College and am conducting a study on the effects of multicultural books on students reading level. I am
requesting your permission to use your child’s data for my research study. I will be using gathered data
from their reading assessments. There will be running records to measure students’ reading levels.
All results for this study will be reported as a group study therefore, participants’ names and information will
be anonymous.
Thank you for your support!
Sincerely, Ramona Fabian
_ I allow my child to be observed in this study.
_ I do not allow my child to be observed in this study.

Parents Signature
Teacher Permission
Dear Teachers,
My name is Ramona Fabian and I am a Brooklyn College graduate student. I am completing my Early Action
Research Project throughout this school year on the effects of multicultural books on students reading
level and the effects of pre-serviced multicultural teachers’ have on said levels. I would greatly appreciate
your permission to observe your class in my research by completing multicultural survey for pre-service
teachers and allow me to use running records on the students. All information will be kept confidential
and anonymous. Please sign and return the bottom portion of this letter stating whether you would or
would not like you class to be used in this research. Thank you for your time and consideration.

Sincerely,

Ramona Fabian

_ I allow my class to be observed in this Early Action Research Project

_ I do not allow my class to be observed in this Early Action Research Project

Teacher Signature
Teacher Survey

Multicultural Survey for Pre-service Teachers

Please respond freely and anonymously to these open-ended statements.

1- I am (prepared) (not prepared) to teach reading and language arts to students from diverse cultural and
linguistic backgrounds because

2- The following kinds of literacy-learning experiences are especially helpful to students from diverse
cultural and linguistic backgrounds …..because

3- I have participated in
(Write a number) filed experiences where I worked with students from
diverse cultural and/or linguistic backgrounds.

4- I have participated in
(Write a number) university related community experiences where I worked
with students from diverse cultural and/or linguistic backgrounds.

5- I need the following experiences to help prepare me to work with students from diverse cultural and
linguistic backgrounds:

6- The following literature is especially relevant for students of diverse cultural and linguistic
backgrounds: because….
7
Teacher Survey Continued
7- I am familiar with the work of the following scholars who write
about multicultural issues:
 8- The following writing activities are especially beneficial for students
who speak variations of English: because….
 9- Name of your college /university
 Please write your comments below. How do you think that we, as
literacy teacher educators, can enhance our abilities to meet the
literacy learning needs of students from diverse cultural and linguistic
backgrounds?