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A CRITICAL CONTENT ANALYSIS OF FOUNTAS AND PINNELL’S LLI SYSTEM

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Date Issued:
2023
Abstract/Description:
The Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016). Moreover, NAEP data indicates that students of color are overrepresented in reading intervention courses; thus, instructional materials choices made for these courses disproportionally affect this population (The Nation’s Report Card, n.d.). As culturally relevant texts are academically beneficial, it is critical that intervention materials are appropriately representative (Aronson & Laughter, 2016; Au, 2001; Sampson & Garrison-Wade, 2011). The purpose of this qualitative critical content analysis of the 731 books within the LLI system was to examine the cultural, ethnic, and racial representation of people/characters of color within the series. Major findings revealed that people/characters of color were depicted from a deficit model (Ladson-Billings, 2018). Coded information revealed 41.5% included a negative characterization while 7.6% offered a positive portrayal. Further, the books exploring the experiences and cultures of people/characters of color depicted undesirable conditions 25.7% of the time while presenting favorable information 2.5% of the time. The final finding centers on what is missing from the stories. Other than a select few texts, the LLI books are colorblind, presenting students an inaccurate view of society. Accordingly, counternarratives and stories that center on social justice/equity are notably absent.
Title: A CRITICAL CONTENT ANALYSIS OF FOUNTAS AND PINNELL’S LLI SYSTEM.
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Name(s): Fedderman, Diana , author
Vaughan, Michelle , Thesis advisor
Florida Atlantic University, Degree grantor
Department of Curriculum, Culture, and Educational Inquiry
College of Education
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2023
Date Issued: 2023
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 160 p.
Language(s): English
Abstract/Description: The Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016). Moreover, NAEP data indicates that students of color are overrepresented in reading intervention courses; thus, instructional materials choices made for these courses disproportionally affect this population (The Nation’s Report Card, n.d.). As culturally relevant texts are academically beneficial, it is critical that intervention materials are appropriately representative (Aronson & Laughter, 2016; Au, 2001; Sampson & Garrison-Wade, 2011). The purpose of this qualitative critical content analysis of the 731 books within the LLI system was to examine the cultural, ethnic, and racial representation of people/characters of color within the series. Major findings revealed that people/characters of color were depicted from a deficit model (Ladson-Billings, 2018). Coded information revealed 41.5% included a negative characterization while 7.6% offered a positive portrayal. Further, the books exploring the experiences and cultures of people/characters of color depicted undesirable conditions 25.7% of the time while presenting favorable information 2.5% of the time. The final finding centers on what is missing from the stories. Other than a select few texts, the LLI books are colorblind, presenting students an inaccurate view of society. Accordingly, counternarratives and stories that center on social justice/equity are notably absent.
Identifier: FA00014261 (IID)
Degree granted: Dissertation (PhD)--Florida Atlantic University, 2023.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Content analysis
Literacy--Study and teaching (Elementary)
Critical race theory
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00014261
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Host Institution: FAU