Document Type



The purpose of conducting this study is to better understand and assess the current critical literacy practices of classroom teachers and to gain a better understanding of how well these strategies increase engagement and reading comprehension of texts, especially those that address social justice issues. As outlined by the principles of critical literacy theory, teachers are encouraged to help readers understand the author’s intent. By comparing read-alouds not using critical literacy strategies and others with the preferred approach, researchers will be able to examine the differences in both student engagement and listening comprehension. Alongside anecdotal records and post reading comprehension quizzes, careful observations will be made to see these practices in full effect. The purpose of this study is to determine the effects of critical literacy strategies on student engagement and reading comprehension, while using text that incorporates social justice topics.


Elementary and Early Childhood Education

Thesis Comittee

Dr. Adam Brieske Ulenski, Thesis Advisor
Dr. Bob Sylvester, Committee Member
Dr. Marlene Correia, Committee Member