The effects of SES on 4The effects of SES on 4thth grade grade African American Students’ African American Students’

Literacy DevelopmentLiteracy Development

Nazzerine Charles & Kelly-Ann ThompsonEducation 702.22Fall 2008

TABLE OF CONTENTSTABLE OF CONTENTS• Statement of the Problem (Slide 4)• Statement of the hypothesis (Slide 5)• Review of Literature Theorists (Slides 6-10)• Review of Related Literature (Slides 11-14)

TABLE OF CONTENTSTABLE OF CONTENTS• Methods : Participants & Instruments(Slides 15-18)• References (Slides 19-21)

STATEMENT OF THE STATEMENT OF THE PROBLEMPROBLEM

• In 1954, Brown v. Board of Education focused on desegregating schools based on ethnicity. While students of different cultural backgrounds have been given the opportunity to attend school together, students of low socioeconomic status are still being left behind. This research paper will examine how socioeconomic status affects literacy development of forty African American forth grade students.

RESEARCH HYPOTHESISRESEARCH HYPOTHESIS• H1:Socioeconomic status affects the

literacy development of African American fourth grade students.

• H2:Socioeconomic status does not affect the literacy development of African American fourth grade students

Review of Literature:Review of Literature:TheoristsTheorists

Jerome Jean LevBruner Piaget Vygotsky

Review of Literature:Review of Literature:TheoristsTheorists

• John Bruner believes that adults frame how adequately children will grasp literacy components, such as language and reading. He believes that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge (Bereiter, 1985).

Review of Literature:Review of Literature:TheoristsTheorists

• Mr. Bruner believes that learning is based on the emphasis that the home places on it. For example; if the parents/adults in the home don’t consider reading and writing to be important components then the child will not focus on them either (Bereiter, 1985).

Review of Literature:Review of Literature:TheoristsTheorists

• Jean Piaget believed that environmental factors should never be separated from the educational achievement of a student. One of Piaget’s key ideas is assimilation; which is the process by which a person takes material into their mind from their environment. For example, students who practice reading and writing in their households will have a greater chance of literacy achievement (Bereiter, 1990).

Review of Literature:Review of Literature:TheoristsTheorists

• Lev Vygotsky focused on the social development and cultural-historical psychological theory. He examined how culture and interpersonal communication influence child development. Vygotsky believed that children learn through their culture and social interactions. He realizes that all children learn different and have diverse opportunities outside of school. For example, some children have options to go to after school programs and tutoring while others do not (Schultz, 2001).

Review of LiteratureReview of Literature• There have been many theories to explain

the relationship between SES and student achievement. It is believed that students from low SES are at a disadvantage in schools because they lack an academic home environment which influences their academic success in school (Chapell & Overton, 2002; Suzuki & Valencia, 1997).

Review of LiteratureReview of Literature• It is also believed that school and

neighborhood environments influence academic success. System-wide inequalities and the culture of classism are the major reasons why students from low SES do not perform well academically (Lee, Wilson, & Winfield, 1991; Kozol, 1991; Anyon, 1997).

Review of LiteratureReview of Literature• There are numerous findings that support the

correlation of families’ socioeconomic status to children’s readiness for school. Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children. For families in poverty, these challenges can be formidable. Sometimes, when basic necessities are lacking, parents must place top priority on housing, food, clothing, and health care. Educational toys, games, and books may appear to be luxuries, and parents may not have the time, energy, or knowledge to find innovative and less-expensive ways to foster young children's development (Ramey & Ramey,p.195).

LITERATURE REVIEWLITERATURE REVIEW• On a national scale, very few African

Americans read at a proficient level. Twelve percent of African American fourth graders reach proficient or advanced levels in reading. In addition, sixty-one percent of African American fourth graders have not mastered the basic level of reading (Education Trust, 2003).

MethodsMethods• Participants: We will be conducting

comparative studies. We will administer questionnaires to two fourth grade classes (40 students); one class in a district with a higher SES and the second class in a district with a lower SES. Questionnaires and surveys will also be sent home to parents to find out their SES and their engagement and attitudes toward reading.

InstrumentsInstruments• Demographic SurveySample Questions

Are you a male or female? __________________________________

How old are you? ________________________________________

Select one of the following: • White• Black or African American• Hispanic/Latino• Asian• Native Hawaiian and Other Pacific Islander• Other

What is your occupation? _____________________________________

Instruments ContinuedInstruments Continued• What is your income range?a) Below $30, 000 b) $ 30, 000-$45, 000 C) $46,000- $55, 000 d) $56, 000- $65, 000e) $66, 000-$ 75, 000f) $76,000 and above

Instruments ContinuedInstruments Continued• QuestionnaireSample Questions• Are you excited about reading? A. Yes B. No• How often do you read outside school per week?A. Everyday B. 5 to 6 days C. 4 to 3 days D. 2 to 1 day E. Never• I enjoy reading.A. Strongly agree B. Agree C. Disagree D. Strongly

disagree • I understand what I am readingA. Strongly agree B. Agree C. Disagree D. Strongly disagree• I read voluntarily for different purposesA. Strongly agree B. Agree C. Disagree D. Strongly

disagree

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