The effects of SES on 4 th grade African American Students’ Literacy Development

1. The effects of SES on 4th grade African American Students’ Literacy Development Nazzerine Charles & Kelly-Ann Thompson Education 702.22 Fall 2008

2. TABLE 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)

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

4. STATEMENT OF THE PROBLEM • 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.

5. RESEARCH 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

6. Review of Literature:Theorists Jerome Jean Lev Bruner Piaget Vygotsky

7. 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:Theorists

8. Review of Literature:Theorists • 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).

9. Review of Literature:Theorists • 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).

10. Review of Literature:Theorists • 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).

11. Review 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).

12. Review 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).

13. Review 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).

14. LITERATURE 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).

15. Methods • 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.

16. Instruments • Demographic Survey Sample 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? _____________________________________

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

18. Instruments Continued • Questionnaire Sample Questions • Are you excited about reading? A. Yes B. No • How often do you read outside school per week? • Everyday B. 5 to 6 days C. 4 to 3 days D. 2 to 1 day E. Never • I enjoy reading. • Strongly agree B. Agree C. Disagree D. Strongly disagree • I understand what I am reading • Strongly agree B. Agree C. Disagree D. Strongly disagree • I read voluntarily for different purposes A. Strongly agree B. Agree C. Disagree D. Strongly disagree

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