I Can Fly highlights the critical importance of narrative structural analysis in teaching reading comprehension, while providing a system for constructing comprehension questions that are grounded conceptually in the structure of the stories that the students read, from both a practical, and theoretical, orientation. The author presents the idea that folk tales and ethnic literature provide excellent material for the teaching of reading, particularly to multicultural or minority populations, by increasing the cultural congruence and motivation for multicultural students through their inclusion of language, illustrations, situations, and perspectives in which they see themselves reflected. These conclusions arise from a two year study in a middle school classroom in California with low income, 'at risk' students, most of them African American, but including Latinos and Pacific Islanders.
Angela Marshall Rickford is Assistant Professor in the College of Education at San Jose State University.
chapter 1 Foreword chapter 2 Preface chapter 3 Acknowledgments chapter 4 Introduction chapter 5 Conceptual Framework and Literature Review chapter 6 The Research Site: Community, Classroom, Students chapter 7 Culture-Based Classroom Discipline and Organization chapter 8 Structural Analysis of the Six Study Narratives chapter 9 Research Design and Methods chapter 10 Quantitative Results: An Overview chapter 11 Narrative Genre and Literal Meaning Questions chapter 12 Interpretive Reading and Critical Evaluation Questions chapter 13 Effect of Story Length in Higher Order Questions chapter 14 Creative Reading Questions chapter 15 Creative Reading Questions, and Effect of Ethnicity and Gender chapter 16 Summary, Implications, and Conclusions chapter 17 Appendix A: Stories and Comprehension Questions chapter 18 Appendix B: Teacher Interview Protocol chapter 19 Notes chapter 20 References chapter 21 Index chapter 22 About the Author