Teacher Perceptions Regarding The Impact of Multicultural Literature, When It Is Implemented During Guided Reading Instruction, On Reading Comprehension For African American Male Students In Early Childhood

Abstract

Reading is an essential skill, used in every aspect of daily life. It is the foundation for every other form of learning (Alberti, 2010). Over the years, there has been a gap in reading achievement between African American male students and other demographic groups (Milner et al., 2013). This study examined the effectiveness of small group reading using multicultural literature in kindergarten through third grade, especially for the African American male student. A framework based on Vygotsky’s (1978) theory of cognitive development provides support for a systematic literacy approach. The purpose of this qualitative case study was to examine teacher perceptions regarding how the use of guided reading and multicultural literature impacted the learning of all students, specifically the African American male student. The recommendations from this study suggest various ways for colleges and universities, school districts, and educators to help develop teachers in the areas of guided reading with the use of phonics, reading comprehension, vocabulary development, and fluency instruction, along with the use of multicultural literature and culturally responsive teaching approaches