ERIC Number: EJ1213670
Record Type: Journal
Publication Date: 2019
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Building Literacy Environments to Motivate African American Boys to Read
Thomas, Katina L.
Reading Teacher, v72 n6 p761-765 May-Jun 2019
The early reading gap among diverse subgroups of students in schools has made teachers conscious of how students' culture affects their perceptions of reading and the literacy materials now being used in classrooms. The reported racial and gender gap among elementary literacy readers leaves African American boys on the fringes of literacy growth and development. Therefore, teachers are responsible for implementing strategies to build an emergent and early literacy classroom that motivates all boys of color to enjoy reading at an early age while shining a positive spotlight on all student backgrounds. Adopting a culturally responsive approach to literacy, increasing student responsibility in the literacy selection process, and supplying culturally relevant texts that positively influence student self-perception will foster motivation for male students of color who are marginalized during the literacy-learning process.
Descriptors: Males, African American Students, Culturally Relevant Education, Literacy Education, Gender Differences, Elementary School Students, Cultural Influences, Literature Appreciation, Student Characteristics, Reading Material Selection, Disadvantaged, Reading Attitudes, Reading Motivation, Classroom Techniques
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A