Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Retelling as a culturally responsive strategy for Chamorro students
Abstract
The purpose of this qualitative case study was to explore and describe how four fifth-grade Chamorro students from an oral culture used the retelling strategy in their literacy development. Culturally responsive instruction for Chamorro students is a timely issue given the interest in improving the literacy development of children on Guam. Previous research has provided little, if any, research on culturally responsive instruction for Chamorro students. This study helps to initiate the research by focusing on the sociocultural contexts of four Chamorro students' oral and written retelling sessions over a period of four months. Purposive sampling was used to identify four students who matched three criteria established by the researcher: (a) students identified as ethnic Chamorros, born and raised on Guam, (b) students of differing levels of success with reading, and (c) students who were writing below grade level standards. Analysis of data, including classroom observations, interviews, oral and written retellings, and the researchers reflective journal, revealed that retelling in small groups builds on the oral tradition of the Chamorro students and provides a collaborative setting for literacy development compatible with Chamorro culture.
Subject Area
Language arts|Elementary education|Literacy|Reading instruction
Recommended Citation
Stoicovy, Catherine Eileen, "Retelling as a culturally responsive strategy for Chamorro students" (2000). ETD collection for University of Nebraska-Lincoln. AAI9967408.
https://digitalcommons.unl.edu/dissertations/AAI9967408