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ERIC Number: ED513743
Record Type: Non-Journal
Publication Date: 2009
Pages: 71
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-0239-5
Critical Race Theory: A Framework to Study the Early Reading Intervention Strategies for Primary Teachers Working with African American Male Students
Blair, Carlos L.
ProQuest LLC, Ph.D. Dissertation, Miami University
This research study endeavors to examine successful pedagogical practices that may increase the literacy skills of African American male students. This study examines how urban setting teachers utilize specific reading strategies including reading circles, small and individual group tutoring, in an effort to increase African American males' literacy skills. The researcher was interested in examining this topic because the research pinpoints that African American males are in a critical state of emergency. Their recidivism rates in the penal system are woeful. The number of African American males represented in special education programs far surpasses that of any other ethnic group. The research surmises that the there are stifling outcomes for referring a considerable number of African American males into special education. African American males' placement into special education programs traces dates back to the (Pre-Kindergarten through grade three early childhood years. The researcher hopes to affirm that consecutive in-class intervention and individualized tutoring coupled with nurturing and high expectations from teachers are collectively a recipe for success in the future stages of life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A