Title

Exploring Factors That Influence African American Males' Reading Achievement and Reading Self-perception

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Supervision, Curriculum, and Instruction-Elementary Education

Date of Award

Spring 2017

Abstract

African American males demonstrate a significant gap in reading achievement as compared to their peers on both state and national levels (Eccleston, Smyth, & Lopoo, 2010; Tatum, 2008; U.S. Department of Education, National Center for Education Statistics, 2013). In addition, females outperform males overall on reading assessments (Barbarin, 2010; Cataldi, Laird, & KewalRamani, 2009; U.S. Department of Education, National Center for Education Statistics, 2015; Zambo & Brozo, 2009). The purpose of this quantitative study was to understand if gender, types of iPad activity, and time spent on the iPad daily affected African American males’ academic performance on the 2016 State of Texas Assessment of Academic Readiness (STAAR) reading and their reading self-perceptions. Despite a decade of research in which literacy achievement has been the focus, limited studies have determined the influence gender and technology has on African American males’ reading achievement and reading self-perception (Barbarin, 2010; Palmer, Maramba, & Dancy, 2011; Tatum, 2006). The researcher used a factorial research design to conduct this 6 week study. There were a total of 77 eighth grade students who participated in the study. Forty-six percent of the participants were females (n = 27) and 54% were African American males (n = 50). The Adolescent Motivation Reading Profile (AMRP; Pitcher et al., 2007) reading survey was used to measure reading self-perception and the 2016 State of Texas Assessment of Academic Readiness (STAAR) was used to measure reading achievement. The data from a three-way multivariate analysis of variance (MANOVA) was evaluated for this study. The results from the three-way MANOVA determined that gender, types of iPad activity, and time spent on the iPad influenced student’s reading achievement.

Advisor

Jennifer Sennette

Subject Categories

Curriculum and Instruction | Education

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