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ERIC Number: ED514501
Record Type: Non-Journal
Publication Date: 2010
Pages: 252
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-9620-2
ISSN: N/A
Instructional Factors that Contribute to Achievement in Reading for African American Male Students in Grades K-5 in an Urban School in Georgia
Robinson, Isaac, III
ProQuest LLC, Ph.D. Dissertation, Walden University
According to the National Assessment of Educational Progress, reading skills for African American male students in Grades 4 and 8 have improved over the past decade. However, a significant reading achievement gap still exists between African American male students and their European American counterparts. The purpose, as well as the central research question of this study was to explore the instructional factors that contributed to the reading achievement of African American male students in grades K-5. The conceptual framework was based on the social learning theory of Bandura in relation to human agency, self-efficacy, and student motivation. This qualitative, single case study explored the instructional reading program at one large urban elementary school in a southern U.S. state. Multiple sources of evidence were collected, including teacher interviews, observations of an instructional reading lesson, and related documents. At the first level of data analysis, the specific analytic techniques of descriptive coding and category construction were used, and at the second level, data was examined for patterns, themes, and relationships to determine if the theoretical proposition was supported. Findings indicated that African American male students at this school often met and exceeded proficiency in reading, due to a strong phonics curriculum for K-2 students and the use of specific instructional strategies for struggling readers in the intermediate grades. Recommendations include expanded case study research, particularly in relation to the administrative role in reading instruction. This study may produce positive social change through improved instructional practices in reading for African American male students who are struggling with learning to read. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia