Identifying Promising Literacy Practices for Black Males in P-12 Classrooms: An Integrative Review

Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: [email protected]; Web site: http://jolle.coe.uga.edu

Y

34

Literacy Education; Teaching Methods; Males; African American Students; Preschool Education; Elementary Secondary Education; Reading Instruction; Culturally Relevant Education; Critical Literacy; Student Motivation; Reading Material Selection; Cooperation; Schemata (Cognition); Identification (Psychology); Extracurricular Activities; Phonemic Awareness; Holistic Approach; Skill Development; Writing Instruction; Middle School Students; High School Students; African American History; Student Empowerment; Discipline

1559-9035

Much has been written about the ways in which Black boys are often underserved in literacy classroom in the United States. Relatively little has been documented about the literacy strategies that are yielding promising outcomes in this study group. The purpose of this integrated literature review is to identify what we call promising literacy instructional practices with Black boys across the P-12 educational spectrum. Through an analysis of 62 publications, we outline a host of different instructional practices that have yielded positive outcomes with Black boys. Recommendations for teachers and future research studies are provided.

As Provided

2020

EJ1253935