Early Literacy Skills in African‐American Children: Research Considerations

Abstract

The poor reading achievement of African-American children in urban schools is well established.

The Association between Reading Comprehension and Prerequisite Skills for Children in Poverty

“…In summary, these results are consistent with previous studies that show that poverty or low SES has a negative effect on language skills (Fazio et al, 1996;Washington, 2001;Washington & Craig, 1999). Children from low SES families are more likely to experience limited language and cognitive stimulation from home environment, support with reading or academic attainment, and fewer material resources such as pencils and books.…”

“…Issues related to cognitive development associated with poverty have been well documented (Barajas et al, 2008;Brooks-Gunn & Duncan, 1997;Korenman, Miller, & Sjaastad, 1995;Najman et al, 2009;Sirin, 2006;Washington, 2001). Research has shown that even after controlling for maternal education level, and maternal IQ, family income influences both cognitive and academic achievement.…”

Teacher Outreach Efforts and Reading Achievement in Kindergarten

“…Not surprisingly, recent empirical studies suggest that intensive involvement efforts must begin prior to kindergarten entry, not in kindergarten or higher elementary grades, and that preschool education with early language and literacy experience is a potential solution to improve reading outcomes for African American students (Craig, Connor, & Washington, 2003;Washington, 2001). Therefore, if we aim to decrease the achievement gap between minority students and Downloaded by [Eunjoo Jung] at 12:14 05 January 2013 their counterparts, we need to underscore the early school readiness upon kindergarten entry, and ensure that minority students are better prepared at the preschool level to take advantage of teachers' outreach efforts at the kindergarten level.…”

The initial validation of a test of emergent literacy

“…Catts, Fey, Zhang & Tomblin, 2001;Duncan et al, 2007). That is one reason why developmental problems should be diagnosed as early as possible: to introduce appropriate support, even at preschool level (Jordaan, 2011;Shanahan, 2008;Washington, 2001). Moreover, multilingual societies in particular have a strong need for the assessment of emergent literacy abilities at preschool level.…”