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Multicultural Education & Reading Comprehension

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...in their ability to establish and keep pace with predominantly mainstream and white students. Many of these obstacles revolve around reading comprehension. Numerous researchers have reported a correlation between a student's world experience and their level of reading comprehension (Bartlet, 1932; Rumelhart, 1981, 1984). Often times stories and reading material are written from a largely white perspective and this results in less overall comprehension and poor reading scores. The primary reason for the differences in overall comprehension scores in regard to multicultural students is that the student's schemata, or background knowledge structures, are differentially activated when a story is interpreted. A student's culture is particularly important in this regard. Reader comprehension of culturally specific stories are linked to schemata (Kintsch and Green, 1978; Lipson, 1983; Mandler, 1978; an Steffensen, Joag-Dev, and Anderson, 1979). The better a student understands the intricacies of a culture, the better he or she can interpret written material regarding that culture. Cultures differ in their expectations of students to learn the majority language. In Canada for...

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