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Culturally Congruent Literacy Practices: Calca, Peru. Sabina Rak Neugebauer [email protected] I would like to acknowledge Elaine Mo and Rachel Currie Rubin who made this work possible and provided invaluable insights regarding administration and design for this project.

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Culturally congruent literacy practices calca peru
Culturally Congruent Literacy Practices: Calca, Peru

Sabina Rak Neugebauer

[email protected]

I would like to acknowledge Elaine Mo and Rachel Currie Rubin who made this work possible and provided invaluable insights regarding administration and design for this project





Context in calca
Context in Calca

Community Level

  • Bilingual

  • Rural

  • Indigenous

    School Level

  • Public Primary

  • Teacher/student ration 1/32 approximately

  • Grades 1-6


Research based practices with local practices
Research Based Practices with Local Practices

Phase 1

-School/Community Observations 2006-2007

Phase 2

-Collaboration and Implementation of Read Aloud Program 2007-2009


Research based practices read alouds
Research Based Practices: Read Alouds

Linguistic Characteristics

  • Focus on Vocabulary Improves reading comprehension abilities

    (Adams, 1990,Coyne, Simmons, Kame’enui, & Stoolmiller, 2004; McKeown & Beck, 2004)

  • Vocabulary depth for ELLs (Silverman, 2007; August, Carlo, Dressler, and Snow, 2005)

    Local Cultural Characteristics

  • Oral nature of read alouds (Mello, 2001)

  • Active Participation (Cornell, 1993; Elley, 1989)

  • Communal Nature (Villegas, Rak Neugebauer & Venegas, 2007)

  • Narratives integrating background knowledge (Stahl & Nagy, 2006)

    Rural Characteristics

  • Semi circle format (Beck & McKeown, 2001; De Temple & Snow, 2003)

  • Redefining literacies (Laserna)


Methods
Methods

  • Field Notes 2006-2007

  • Observation protocol 2006-2007

  • Standardized comprehension and vocabulary measures

  • Researcher designed measure on content vocabulary

  • Teacher Interviews


Phase 1 inside the classroom pre intervention
Phase 1: Inside the Classroom: Pre-Intervention

  • Memorization

  • Dictation

  • Independent Seating




Phase one
Phase One

Traditional Ceremonies and Daily Routines

  • Communal

  • Apprenticeship model (cooking, working)(Lave & Wenger, 1991)

  • Circles (around the grave, around the coach, sing alongs)

  • Oral narratives (Incan Stories, Gossip, Messengers) (Mello,2001; Zavale, 2001)


Program Design

Experimental Group

Control Group

2 teachers

29 students

2 teachers

26 students

Three books in Spanish

Read Aloud Pedagogy

Three books in Spanish

Drop out

N=7

N=2

N= 22

N=24



Program features
Program Features

  • Repeating interactive readings, focusing on a small number of words (Lane & Wright, 2007).

    2. Monitoring the depth of students’ word knowl­edge for the purposes of adaptable and respon­sive instruction (Hickman, Pollard-Durodola, & Vaughn, 2004).

    3. Repeating exposure to vocabulary for retention (Hickman et al., 2004).

    4. Decontextualizing vocabulary for extension in multiple contexts (Beck, McKeown, & Kucan, 2002).

    5. Conversing about vocabulary through text-to-­self connections to improve comprehension, motivation, and learning (Sipe, 2000).

    6. Practicing expression, tone, and gesture with vocabulary in context (Pemberton & Watkins, 1987). 7. Using the comprehension strategy of self-mon­itoring when reading to improve vocabulary learning (Jongsma, 1999).



Preliminary findings
Preliminary Findings

Completers Analysis

Effect Size=2.91


Future directions for the community
Future Directions for the community

Before

-Teacher training across grades

-Children’s library with Read aloud books for all ages

-Parent-teacher collaboration with library

-Tutoring partnership with local university

After


Future research directions
Future Research Directions

  • Rural/Urban Comparisons

  • Longitudinal Progress

  • Read Alouds and Bilingualism


Questions for discussion
Questions for Discussion

  • Based on the Miller and Cardenal reading what will be some of the challenges for sustaining this intervention?

  • Should the intervention be in Quechua?

  • What is the role of parents in all of this? How does this intervention influence effect change parent-child relationships?

  • What ecological factors played into the cardenal and miller article?


Book two of the intervention
Book two of the Intervention

Maria turns the pages and asks aloud about the fate of David, a friendly llama.

“¿Por qué David está buscando a su madre?” (Why is David looking for his mom?)

“Porque él no sabe dónde vive, quizás su madre esté en la casa” (Because he doesn’t know where he lives, maybe his mother is in the house), responds Yeferson.“

¿Él está buscando su casa o su hogar?” (He is looking for his house or his

home?) “¿Qué es hogar?” Martha asks, furrowing her brow.

“Es una casa con una familia”, “es un lugar donde una familia vive”

(“It is a house with a family” “it is a place where a family lives”) They all shout.

“Claro, es un lugar donde vive una familia o con familia, un domicilio”

(Sure, it is a place where a family lives or with a family, or a domicile.”)

¿Y qué harían en la situación de David? (“What would you do if you were in David’s situation?”)


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