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Supporting the Literacy Needs of African American Transitional Readers | Teacher Librarian - 0 views

www.teacherlibrarian.com/...-american-transitional-readers reading

shared by edi campell on 07 Nov 11 - No Cached

edi campell on 07 Nov 11

Research shows, however, that as transitional readers make this daunting move from picture books and early readers to more difficult texts, many of them often begin to read less frequently and to develop decreasing attitudes toward reading as a pastime and as a school-related activity (Lempke, 2008; McKenna, Kear, & Ellsworth, 1995; Scholastic 2008). This is particularly true for African American children whose reading scores are consistently lower than those of white children. In 2007, on the National Assessment of Educational Programs (NAEP) reading skills test, white children scored an average of 231 points, while African American children scored only 203 points. Additionally, 54 percent of African American fourth grade students scored below basic in reading as compared to 22 percent of white students (NAEP, 2007). Research suggests that reading motivation and achievement are increased when children are exposed to literature that offers them "personal stories, a view of their cultural surroundings, and insight on themselves" (Heflin & Barksdale-Ladd, 2001, p. 810). For African American children who are attempting to make the transition to independent, self-regulating texts, finding this type of literature can be challenging. Gangi (2008) found that "there is an 'unbearable whiteness' in literacy instruction in the United States" (p. 12). That is, in general, teachers tend to use resources in their literacy instruction that feature white children, rather than children of color. Hughes-Hassell, Barkley, & Koehler (2009) noted that only 16.9% of the transitional books (levels J-M) included in the Fountas and Pinnell Leveled Book List database (www.FountasandPinnellLeveledBooks.com), which is used by many schools across the country as the basis for literacy instruction, included African American children. Thus, while white children can easily find books that feature characters that look like them, assuring that as they transition from easy readers to chapter boo

<div class="cArrow"> </div><div class="cContentInner"> Research shows, however, that as transitional readers make this daunting move from picture books and early readers to more difficult texts, many of them often begin to read less frequently and to develop decreasing attitudes toward reading as a pastime and as a school-related activity (Lempke, 2008; McKenna, Kear, & Ellsworth, 1995; Scholastic 2008). This is particularly true for African American children whose reading scores are consistently lower than those of white children. In 2007, on the National Assessment of Educational Programs (NAEP) reading skills test, white children scored an average of 231 points, while African American children scored only 203 points. Additionally, 54 percent of African American fourth grade students scored below basic in reading as compared to 22 percent of white students (NAEP, 2007). Research suggests that reading motivation and achievement are increased when children are exposed to literature that offers them "personal stories, a view of their cultural surroundings, and insight on themselves" (Heflin & Barksdale-Ladd, 2001, p. 810). For African American children who are attempting to make the transition to independent, self-regulating texts, finding this type of literature can be challenging. Gangi (2008) found that "there is an 'unbearable whiteness' in literacy instruction in the United States" (p. 12). That is, in general, teachers tend to use resources in their literacy instruction that feature white children, rather than children of color. Hughes-Hassell, Barkley, & Koehler (2009) noted that only 16.9% of the transitional books (levels J-M) included in the Fountas and Pinnell Leveled Book List database (<a href="http://www.FountasandPinnellLeveledBooks.com" rel="nofollow" target="_blank">www.FountasandPinnellLeveledBooks.com</a>), which is used by many schools across the country as the basis for literacy instruction, included African American children. Thus, while white children can easily find books that feature characters that look like them, assuring that as they transition from easy readers to chapter boo</div>

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