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ERIC Number: EJ878484
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0022-2984
The Effects of School-Based Curricula on Reading Achievement of African American Males in Special Education
Anderson, Kenneth A.; Sadler, Camelia I.
Journal of Negro Education, v78 n3 p333-346 Sum 2009
Longitudinal research on reading curricula and skills that predict future reading achievement for African American males in special education is quite limited. Using a national sample over a five-year period, this study highlights reading skills most associated with later reading achievement for African American males in special education. For African American males in special education, findings show that prior comprehension ability is consistently associated with future reading comprehension after several years. Other commonly taught reading skills produced inconsistent results and were less reliable for African American males in special education, but more consistent for non-African American males in special education. Curricular implications and practices for these findings are discussed. (Contains 4 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A