READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS

Maintaining students’ engagement with reading texts that reflect their background knowledge has positive effect on comprehension. Culturally relevant materials provide more equitable opportunities to students, in the sense of them can reap benefits being able connect text (Christ & Sharma, 2018). This article aims identify characteristics texts, particularly those categorized as culturally relevant, which make appropriate for a specific group students. Three data gathering methods were used: ratings reflective journals, and discussion points during Literature Circles. Results indicate students participating study consider similar experiences, relatability story terms feelings motivation conveyed, actions characters, possibility experiencing same event are main factors made them. These guide classroom teachers, developers, curriculum designers choosing preparing lessons groups these underscore importance building keeping interest motivation.