African Americans And Boys Understanding Literacy Gap

Nonexperimental Article Critique Ronda Taylor Bullock EDUC 805a Purpose The purpose of African Americans and Boys: Understanding the Literacy Gap, Tracing Academic Trajectories, and Evaluating the Role of Learning-Related Skills is to explain which factors contribute to the literacy gap of African Americans, but primarily African American boys, in early childhood education. The study highlights that previous research identifies the presence of an achievement gap and makes associations with socioeconomic status (SES), lack of motivation, discrimination, and misbehavior as influences to the gap (Cortina, Kizzie, Matthews, Rowley, 2010). However, in this study, the researchers attempt to explain why the gap exists, arguing that learning-related skills (LRS) best explain the literacy gap, more so than problem behaviors, socioeconomic status, and home literacy environment (Cortina et al., 2010). For the study, researchers J.S. Mathews, from the University of Michigan, Karmen T. Kizzie, Howard University, Stephanie J. Rowley and Kai Cortina, both from University of Michigan use a quantitative nonexperimental study. They use the growth curve model to predict academic trajectories as it relates to the growth in literacy over time with regards to the effect of LRS, problem behaviors, and interpersonal skills on literacy achievement (2010). Data for the research stems from an analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999Show MoreRelatedA Brief Note On Educational Leadership Research Seminar1407 Words   |  6 Pageshad at least three of the following risks factors: 1) two or more years over age for grade level, 2) chronically absent, 3) two or more years partially proficient in ELA. In obtaining the school’s instructional goals, the most compelling achievement gaps are found in male students who are Black and have disabilities. 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