Engaging Engaging African American Students to African American Students to

Increase Reading Increase Reading ComprehensionComprehension

By: Melanie PageBy: Melanie PageDecember 11, 2007December 11, 2007

Research in Curriculum and Research in Curriculum and TeachingTeaching

Introduction:Introduction:What is the Reading Achievement What is the Reading Achievement crisis for African American crisis for African American Students?Students?• ““African-Americans male reading scores by African-Americans male reading scores by

the time they graduate from high school are the time they graduate from high school are only equal to that of 8th grade white only equal to that of 8th grade white student’s.” (Education Trust, 2003)student’s.” (Education Trust, 2003)

• ““12% of African American fourth graders 12% of African American fourth graders reach proficient or advance levels, while a reach proficient or advance levels, while a heartbreaking 61% have not been taught to heartbreaking 61% have not been taught to even the basic level.” (Education Trust, even the basic level.” (Education Trust, 2003)2003)

Introduction:Introduction:Purpose of ResearchPurpose of Research

The purpose of this study is to increase The purpose of this study is to increase reading comprehension between reading comprehension between

African American males through an African American males through an intervention of engagement. intervention of engagement.

Introduction:Introduction:Research QuestionsResearch Questions

• Does an African American student’s Does an African American student’s engagement in reading effect their engagement in reading effect their achievement in reading achievement in reading comprehension?comprehension?

• Will the engagement of African Will the engagement of African American males increase when American males increase when reading materials are relevant to reading materials are relevant to their personal experience?their personal experience?

Introduction:Introduction:TermsTerms

• Relevant reading material:Relevant reading material: Materials that Materials that are applicable, significant, or important to the are applicable, significant, or important to the student’s personal experiences (ie. African student’s personal experiences (ie. African American History, Urban stories, Books with American History, Urban stories, Books with images of African American students)images of African American students)

• Generic/traditional reading material:Generic/traditional reading material: Materials that are commonly found within Materials that are commonly found within American reading courses (many of which are American reading courses (many of which are not relevant to African American students)not relevant to African American students)

Hypothesis:Hypothesis:

I hypothesize that increasing I hypothesize that increasing engagement through the engagement through the usage of relevant reading usage of relevant reading

material for African American material for African American students will increase their students will increase their

reading comprehension reading comprehension achievement levelachievement level..

Review of Literature:Review of Literature:What are some causes of the African What are some causes of the African American literacy issues in the United American literacy issues in the United States?States?• ““The study found that reading for pleasure The study found that reading for pleasure

positively impacted the African American Students’ positively impacted the African American Students’ scores on a standardized measure of reading” scores on a standardized measure of reading” (Flowers, 2003) (Flowers, 2003)

• ““Literature functions as a major socializing agent…Literature functions as a major socializing agent…If African American students cannot find If African American students cannot find themselves and people like them in books they themselves and people like them in books they read and have read to them, they receive powerful read and have read to them, they receive powerful messages about how they are undervalued in both messages about how they are undervalued in both the school and society. If those students then fail the school and society. If those students then fail to become readers, that failure is understandable; to become readers, that failure is understandable; reading has little to offer them.” (Bishop, 1990) reading has little to offer them.” (Bishop, 1990)

Review of Literature:Review of Literature:Why is it important to conduct research Why is it important to conduct research focused on African American students?focused on African American students?

• ““With numerous proposals to educate the With numerous proposals to educate the African American male presented over the African American male presented over the past three decades, a majorpast three decades, a major focal point is focal point is omitted or presented as a non-important omitted or presented as a non-important factor in the process teaching African factor in the process teaching African American males to read and write.” …American males to read and write.” …this this demonstrates thedemonstrates the…“need for high quality …“need for high quality studies that evaluate reading intervention studies that evaluate reading intervention programs currently in use and the need to programs currently in use and the need to test other instructional alternatives for test other instructional alternatives for African American students.” (Lindo, 2006) African American students.” (Lindo, 2006)

Review of Literature:Review of Literature:What impact does relevant reading material What impact does relevant reading material have on African American students?have on African American students?

• ““All the proposed solutions emphasize a meaningful All the proposed solutions emphasize a meaningful curriculum reflective of student experience…by curriculum reflective of student experience…by selecting appropriate reading materials, teachers selecting appropriate reading materials, teachers can engage African American adolescent males can engage African American adolescent males with text, particularly those students who have not with text, particularly those students who have not mastered the skills, strategies, and knowledge that mastered the skills, strategies, and knowledge that will lead to positive life outcomes.” (Tatum, 2003)will lead to positive life outcomes.” (Tatum, 2003)

• ““Research findings indicate that use of curriculum Research findings indicate that use of curriculum materials perceived by low income African materials perceived by low income African American students as relevant to their American students as relevant to their circumstances and background can help motivate circumstances and background can help motivate them to learn.” (Levine, 1994)them to learn.” (Levine, 1994)

Literature of Review:Literature of Review:How can Bandura’s theory renovate the How can Bandura’s theory renovate the reading achievement of African American reading achievement of African American student?student?• ModelingModeling: learn by observing the behavior of others and the : learn by observing the behavior of others and the

outcomes of those behaviors.outcomes of those behaviors. • Example:Example: “Not only did the children imitate the model, but also “Not only did the children imitate the model, but also

they internalized what the model was teaching” (Holland, 2001)they internalized what the model was teaching” (Holland, 2001)• Self-Efficacy:Self-Efficacy: , “a person's judgments of his or her ability to , “a person's judgments of his or her ability to

perform an activity and the effect this judgment has on the future perform an activity and the effect this judgment has on the future conduct of the activity. These judgments are likely to either conduct of the activity. These judgments are likely to either motivate or inhibit learning.” (Halsey, 2003/2004)motivate or inhibit learning.” (Halsey, 2003/2004)

• Example:Example: “Children need to see that their efforts yield positive “Children need to see that their efforts yield positive results and that their progress is continuous. Children also need results and that their progress is continuous. Children also need concrete illustrations of their progress often. Increase in positive concrete illustrations of their progress often. Increase in positive feedback is important from teachers, parents, and classmates. feedback is important from teachers, parents, and classmates. Positive feedback, however, must be accompanied by giving Positive feedback, however, must be accompanied by giving students the tools they need to become successful readers.” students the tools they need to become successful readers.” (Halsey, 2003/2004)(Halsey, 2003/2004)

Methodology:Methodology:Sample of ParticipantsSample of Participants

• The participants of this study will be the The participants of this study will be the African American males of a third grade African American males of a third grade classroom in a Washington, DC inner classroom in a Washington, DC inner city school. Although the research will city school. Although the research will include females and non- African include females and non- African American students, only the African American students, only the African American male students will be American male students will be measured for change and for results of measured for change and for results of the intervention. the intervention.

Methodology:Methodology:InstrumentsInstruments

• Reading Comprehension Reading Comprehension AssessmentsAssessments

• Reading Interest SurveyReading Interest Survey

• ““Relevant Reading Material”Relevant Reading Material”

Methodology:Methodology:DesignDesignReading Reading InterestInterest

SurveySurvey

PretestPretest TreatmentTreatment PosttestPosttest Reading Reading Interest Interest SurveySurvey

Both Both GroupGroupss

BothBoth

GroupsGroups

Generic Generic Reading Reading MaterialMaterial

Group AGroup A

(Control)(Control)

Relevant Relevant Reading Reading Material Material

Group B UnitGroup B Unit

(Experimental)(Experimental)

Both Both

GroupsGroupsBoth Both GroupGroupss

Methodology:Methodology:Data AnalysisData Analysis

Did engagement increase with the Did engagement increase with the treatment?treatment?

• T-test will measure and determine the T-test will measure and determine the differences between the pre and post differences between the pre and post surveyssurveys

Did the treatment (engagement) Did the treatment (engagement) increase reading comprehension?increase reading comprehension?

• T-Test to determine whether the post and T-Test to determine whether the post and pre tests are significantly different for the pre tests are significantly different for the control group and the experimental group control group and the experimental group

ReferencesReferences

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QUESTIONS?????QUESTIONS?????