Gateways to Reading: Action Research with At-Risk Students at an Alternative School

There is no shortage of research on how low levels of literacy disproportionately affect students of color, but this research was interested in how three theoretical models may impact this trend. The purpose of this qualitative case study was to examine the reading experiences and engagement levels of students in an alternative school English class, applying culturally relevant pedagogy (CRP), self-determination theory (SPD), and zone of proximal development (ZPD). CRP is a theoretical model that upholds students’ cultural identities, while pursuing academic success. ZPD is a theoretical model that suggests learning occurs when content is within students’ ability. SDT is the theory that autonomy, competence, and relatedness support individuals’ motivation. These theoretical models were specifically applied to reading in the classroom. Data was collected from student questionnaires, artifacts on what students said about what they chose to read, and interviews. Findings indicated that CRP, ZPD, and SDT positively impacted students' reading engagement and reading experiences. However, data also indicated other factors contributed to students’ positive reading experiences and reading engagement. More research is needed to inform further on matters that can contribute to historically marginalized students’ reading experiences and engagement.