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Table of Contents
Intro
Foreword
References
Preface
Acknowledgments
Contents
List of Figures
List of Tables
1 Introduction to Indigenous Education
1.1 Global Context of Indigenous Education
1.2 Background to the Research
1.3 Influential Initiatives in Indigenous Education in Australia in Recent Decades
1.4 Personal Interest in the Research
1.5 Understanding Indigenous Colonisation
1.6 Structure of the Book
References
2 Reading and Cultural Capital
2.1 Introduction
2.2 Process Models of Reading
2.3 Componential Models of Reading
2.3.1 Word Recognition and Phonological/Phonemic Awareness
2.3.2 Language
2.3.3 Background Knowledge
2.3.4 Comprehension
2.4 Linkage Between Culture and Education
2.4.1 Big 'C' and Little 'c' Culture
2.4.2 Theory of Cultural Capital
2.5 Conceptual Framework Adopted for the Research
2.6 Summary and Reflections
References
3 Research Design and Methodology
3.1 Qualitative Research Approach
3.2 The Design of the Research
3.3 Research Site and Participants
3.4 Data Generation
3.4.1 Fountas and Pinnell Benchmark Assessment Systems (F&P) Using Non-Indigenous Culture-Based Texts
3.4.2 PAT (Progressive Achievement Test)
3.4.3 Audio Recording of Books Related to Indigenous Culture
3.4.4 Interviews
3.4.5 Narrative Stories
3.5 Data Analysis
3.5.1 Analysis of the Test Results of PAT Reading (Progressive Achievement Test in Reading)
3.5.2 Analysis of the Test Results of F&P Reading Tests on Texts Not Related to Indigenous Culture
3.5.3 Analysis of the Audio Recording of the Classroom Reading Activities with Texts Based on Indigenous Culture
3.5.4 Interviews
3.5.5 Narrative Stories
3.6 Validity and Reliability
3.7 Ethical Issues
3.8 Summary and Reflections
References
4 Challenges in Reading Faced by Indigenous Students
4.1 Introduction
4.1.1 PAT Reading
4.1.2 F&P Reading Tests
4.2 Linguistic Challenges
4.2.1 Phonology-Related Challenges
4.2.2 Challenges Due to Limited Grammatical Knowledge
4.2.3 Challenges Due to Limited Vocabulary
4.3 Challenges Concerning Knowledge of the World
4.3.1 Challenges in Understanding Culture-Related Humour
4.3.2 Challenges Due to Lack of Contextual Knowledge
4.3.3 Challenges Due to Lack of Topical Knowledge
4.3.4 Challenges Due to Lacking the Ability to Make Connections with the World
4.4 Challenges in Applying Comprehension Strategies
4.4.1 Challenges of Strategic Application of Analytical Skills
4.4.2 Challenges in Identifying the Main Ideas in a Text
4.4.3 Challenges in Retrieving Directly Stated Information
4.4.4 Challenges in Interpreting Explicit Information
4.5 Summary
References
5 The Power of Students' Voices
5.1 Introduction
Foreword
References
Preface
Acknowledgments
Contents
List of Figures
List of Tables
1 Introduction to Indigenous Education
1.1 Global Context of Indigenous Education
1.2 Background to the Research
1.3 Influential Initiatives in Indigenous Education in Australia in Recent Decades
1.4 Personal Interest in the Research
1.5 Understanding Indigenous Colonisation
1.6 Structure of the Book
References
2 Reading and Cultural Capital
2.1 Introduction
2.2 Process Models of Reading
2.3 Componential Models of Reading
2.3.1 Word Recognition and Phonological/Phonemic Awareness
2.3.2 Language
2.3.3 Background Knowledge
2.3.4 Comprehension
2.4 Linkage Between Culture and Education
2.4.1 Big 'C' and Little 'c' Culture
2.4.2 Theory of Cultural Capital
2.5 Conceptual Framework Adopted for the Research
2.6 Summary and Reflections
References
3 Research Design and Methodology
3.1 Qualitative Research Approach
3.2 The Design of the Research
3.3 Research Site and Participants
3.4 Data Generation
3.4.1 Fountas and Pinnell Benchmark Assessment Systems (F&P) Using Non-Indigenous Culture-Based Texts
3.4.2 PAT (Progressive Achievement Test)
3.4.3 Audio Recording of Books Related to Indigenous Culture
3.4.4 Interviews
3.4.5 Narrative Stories
3.5 Data Analysis
3.5.1 Analysis of the Test Results of PAT Reading (Progressive Achievement Test in Reading)
3.5.2 Analysis of the Test Results of F&P Reading Tests on Texts Not Related to Indigenous Culture
3.5.3 Analysis of the Audio Recording of the Classroom Reading Activities with Texts Based on Indigenous Culture
3.5.4 Interviews
3.5.5 Narrative Stories
3.6 Validity and Reliability
3.7 Ethical Issues
3.8 Summary and Reflections
References
4 Challenges in Reading Faced by Indigenous Students
4.1 Introduction
4.1.1 PAT Reading
4.1.2 F&P Reading Tests
4.2 Linguistic Challenges
4.2.1 Phonology-Related Challenges
4.2.2 Challenges Due to Limited Grammatical Knowledge
4.2.3 Challenges Due to Limited Vocabulary
4.3 Challenges Concerning Knowledge of the World
4.3.1 Challenges in Understanding Culture-Related Humour
4.3.2 Challenges Due to Lack of Contextual Knowledge
4.3.3 Challenges Due to Lack of Topical Knowledge
4.3.4 Challenges Due to Lacking the Ability to Make Connections with the World
4.4 Challenges in Applying Comprehension Strategies
4.4.1 Challenges of Strategic Application of Analytical Skills
4.4.2 Challenges in Identifying the Main Ideas in a Text
4.4.3 Challenges in Retrieving Directly Stated Information
4.4.4 Challenges in Interpreting Explicit Information
4.5 Summary
References
5 The Power of Students' Voices
5.1 Introduction