Exploring the Effects of Culturally Responsive Instruction on Reading Comprehension, Language Comprehension, and Decoding with Bayesian Multilevel Models

Abstract

Reading comprehension (RC) can be predicted from language comprehension (LC) and decoding, and all three constructs are responsive to structured teaching. Culturally responsive instruction, which explicitly connects students’ lived experiences with school experiences, can also effectively support literacy learning. However, little is known about how structured and culturally responsive approaches work in tandem, and whether positive effects may occur through the path of LC or decoding, or directly on RC. Further, does culturally responsive teaching support transfer from local, personalized learning materials to standardized measures? This study investigates the impact of structured and culturally responsive teaching on standardized measures of RC, LC, and decoding among 263 students in grades 1 through 3. Participants were assigned to one of three groups: (1) generic structured teaching approach that used mainstream materials, (2) a structured culturally responsive approach that centered students’ interests, cultures, and sense of belonging, and (3) a waitlisted business-as-usual control group. Over 10 weeks, students received small-group teaching focused on decoding and LC. Bayesian multilevel ANCOVA models indicate all groups grew, with differential positive effects for LC for the culturally responsive treatment group. The findings suggest benefits to integrating cultural relevance into structured literacy teaching and that a multifaceted approach may be effective. Implications and limitations are discussed.