Date of Graduation
5-2014
Document Type
Thesis
Degree Name
Bachelor of Science Education
Degree Level
Undergraduate
Department
Curriculum and Instruction
Advisor/Mentor
Imbeau, Marcia B.
Committee Member/Reader
Beasley, Jennifer
Committee Member/Second Reader
Casey, Erin
Abstract
This study investigated the impact of popular culture on reading comprehension, reading fluency, and writing in one group of third-grade students. The literacy lessons infused with pop culture characters, references, and style were aimed to inspire students and engage students in a love of literature while also improving their overall literacy. The study involved six students in the third grade with a wide range of readiness levels. The research question, “Does popular culture infused literacy lessons enhance the literacy achievement of one group of third-grade students?†was investigated. It was intended that involvement in the after-school Pop Literacy Club (PLC) would transfer to reading achievement in the classroom, and it was concluded that each student experienced some form of growth in literacy achievement, as well as greater self-confidence in being successful in school. Data were compiled to create six in-depth case studies to show the specific areas of literacy achievement each student improved and recommendations for using pop culture for all classrooms are shared.
Citation
Bono, A. T. (2014). Pop some culture into literacy: Using pop culture to enhance the literacy achievement for one group of third-grade students. Curriculum and Instruction Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/cieduht/3
