Carey Walden

The problem Reading = foundation for Language Arts, Critical Thinking, history, the sciences, and much more Urban environments= stressful, dangerous, little opportunity for enrichment Below Basic 54% Black 4 th graders, compared to 22% of Caucasians High teacher turnover

Culture Using African American culture to facilitate learning Caucasian learning style: independent, analytical Black learning style: collaborative, kinesthetic HCZ: Arts, Sports, Music integrated into curriculum Teachers: Curriculum changes, Relating to students Providing African American role models

Parents and Community Improving parental involvement Many want to be active, but either feel looked-down upon or do not know how to help their students Service Providers Reading with children and school community Community as strong indicator of school success Areas with languages other than English= cognitive ability, motivation to learn, and overall school success

Teachers and Literacy Coaches working together Teacher training, like the Reading Academy of Dallas Literacy Coaches model interventions for teachers and track growth (i.e. progress monitoring)

Alternatives to Scripted Reading Rethinking the “Whole- Class” book Balanced Literacy Program Basal Reading program coupled with teacher training

Strengthening Vocabulary Breaking down root words and spelling patterns Collaborating with children to make “synonym lists” for custom-made stories Spelling-Word Stories Literacy Games- “The goal is for everyone to win.” Total-Class Peer Tutoring StoriesGames Working together Learning and fun !

Multicultural literature for transitional readers Transitional Books: A step above picture books, with short chapters and more challenging vocabulary for grades 2-5 Troubling 2008 findings from CCBC Encourage children to write to publishing houses and black authors Helpful list of multicultural transitional books! Helpful list of multicultural transitional books!

Benefits of Multicultural Literature increased engagement with texts more motivation to read increased reading comprehension improved recall culturally and linguistically relatable overcome s phonological awareness gaps contributes positively to fluency

Most important factors: Proven urban reading success Opportunity to read books of interest Support of the child’s social network Time provided to read books every day Use of African American Culture

Action Research Will the intervention of free-choice reading in the suburban/rural elementary school classroom improve the overall reading performance of transitioning African American youth? Students in grades min./day free reading time Evaluated by Whole-Class book comprehension & student survey