The Effects of School-Based Curricula on Reading Achievement of African American Males in Special Education

Autor/inn/en	Anderson, Kenneth A.; Sadler, Camelia I.
Titel	The Effects of School-Based Curricula on Reading Achievement of African American Males in Special Education
Quelle	In: Journal of Negro Education, 78 (2009) 3, S.333-346 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Reading Comprehension; Reading Achievement; Reading Skills; Males; Special Education; African American Students; Special Needs Students; Longitudinal Studies; Vocabulary Development; Elementary School Students; Family Income; Place of Residence; Urban Areas; Reading Fluency; Word Recognition + Suchen Sie Ihr Suchwort? Leseverstehen; Leseleistung; Reading skill; Lesefertigkeit; Male; Männliches Geschlecht; Special needs education; Sonderpädagogik; Sonderschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sonderpädagogischer Förderbedarf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wortschatzarbeit; Familieneinkommen; Wohnort; Urban area; Stadtregion; Worterkennung
Abstract	Longitudinal research on reading curricula and skills that predict future reading achievement for African American males in special education is quite limited. Using a national sample over a five-year period, this study highlights reading skills most associated with later reading achievement for African American males in special education. For African American males in special education, findings show that prior comprehension ability is consistently associated with future reading comprehension after several years. Other commonly taught reading skills produced inconsistent results and were less reliable for African American males in special education, but more consistent for non-African American males in special education. Curricular implications and practices for these findings are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10