Characteristics of High Reading Achievement Among African-American Students in Similar Schools
Author: Lafaye V. Bland
Publisher:
Published: 2004
Total Pages: 89
ISBN-13:
DOWNLOAD EBOOKThis study examined teachers' and students perceptions' of factors that influence high reading achievement among African American students. Two elementary schools from southeastern Pennsylvania in the same school district participated in the study. The study analyzed the responses of two elementary reading teachers and thirty-four students. Four instruments were utilized in gathering data for this study: (a) the Teacher Likert Survey and the Teacher Interview provided data about teachers' perception of factors that influence reading achievement, (b) the Student Questionnaire provided data about the students' perception of the factors that influence reading achievement, and (c) Classroom Observation provided data that compared the teaching strategies and methods of each teacher that influenced students to achieve in reading. Responses to the instruments indicated that self-concept, home environment, teacher/student relationship, and teacher expectation and motivation represented the factors that influence the achievement of students in reading. The data revealed that if students possess a high level of self-esteem, then they would have similar perceptions concerning their schoolwork. Although some research has indicated that the socio-economic status of a student is a strong predictor of student achievement, this study revealed that in spite of the economic status of a student certain factors such as the student's self-concept, his or her home environment, and the teacher's instructional strategies are also key factors in predicting student achievement.