Full Description
This timely book tackles underlying issues that see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement.
Considering factors including dialectic linguistic difference, limited phonological awareness, and the intersectionality of gender, language, and race, the studies included in this volume illustrate how classroom practices at preschool and elementary levels are failing to support students at risk of reading and writing difficulties. Promoting Academic Readiness for African American Males with Dyslexia shows that it is possible to provide every girl and boy, and particularly African American boys with effective support and appropriate interventions enabling them to read at a level that is conducive to ongoing academic performance and success. This, argue the authors of this volume, is vital to the social, emotional, moral, and intellectual development of our society.
This edited volume was originally published as a special issue of Reading & Writing Quarterly: Overcoming Learning Difficulties. It will be of great interest to graduate and postgraduate students, researchers, and academics in the field of African-American Education, Educational Equity, Race studies, Multiple learning difficulties and Literacy development.
Contents
Prelude: African American Boys with Dyslexia and Their Literacy Development
Shawn Anthony Robinson and Corey Thompson.
"The Forgotten Boys:" Introduction to Special Issue
Maryanne Wolf
Chapter 1: How Does a Metalinguistic Phonological Intervention Impact the Reading Achievement and Language of African American Boys
Jeannette Russell and Molly Drake Shiffler.
Chapter 2: Reading and Language Performance of Low-Income, African American Boys in Grades 1-5
Julie A. Washingtona, Lee Branum-Martina, Ryan Lee-Jamesb, and Congying Suna
Chapter 3: Exploring the Master Narrative: Racial Knowledge and Understanding of Language and Literacy Pedagogy for Special Education Teacher Candidates
Joy Banks and Simone Gibson.
Chapter 4: Teaching Writing to Young African American Male Students Using Evidence-Based Practices
Steve Graham, Karen R. Harris, and Keith Beard.
