Research examining reading abilities among Black children diverges significantly from prior literature, which either lacked focus or lacked substantial representation of Black children. Black students, particularly boys, tend to exhibit lower academic achievement compared to their peers. The problem addressed in this study is that Black boys, in particular, are not acquiring the early literacy skills identified by early childhood education curricula and assessments, which results in them not learning at the same level as other students. This study is important because, without the early literacy skills that are taught in early grades, Black boys will continue to struggle fundamentally without knowing how to learn and retain the information given in grades three and beyond. The theoretical framework for this study focused on emergent literacy theory as the framework for preparing students of all backgrounds for learning, and critical race theory is an accompanying model to explain systemic inequity and its implications for the reading preparation of Black boys. Both theories were used to guide the theoretical framework for this study. This study utilized a quantitative causal-comparative research design to examine the findings. The findings suggested that reading scores for third-grade Black boys were statistically significantly different from non-Black boys in third grade. The mean score for non-Black boys (M = 1342.91, SD = 146.276) was higher than that for Black boys (M = 1307.35, SD = 121.335). The results for the independent samples t test, t(1575) = 4.649, p < 0.001, rejected the null hypothesis, concluding that there was a statistically significant difference in the mean reading scores of third-grade Black boys and non-Black boys in an urban Virginia school district. Future research should focus on examining the reading proficiency of Black boys across various school districts, isolating variables to understand developmental gaps better, and starting assessments before third grade to inform strategies for closing the literacy gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]