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The effects of culturally matched materials on the reading comprehension of African-American students
The purpose of this study was to explore the relationship between culturally matched and unmatched materials on the reading comprehension of African-American students in grades 3 through 5. The study also sought to explore potential relationships amongst variables such as background knowledge, academic self-concept, and comprehension. The results obtained suggest that after adjusting for background knowledge, oral reading fluency and reading comprehension scores did not vary as a function of reading culturally matched and unmatched materials. In other words, reading passage content did not facilitate fluency and reading comprehension for African-American students enrolled in grades 3 through 5. In addition, academic self-concept scores did not vary as a function of reading culturally matched and unmatched materials. Therefore, the results obtained fail to support the cultural model's hypothesis of reading achievement in the African-American community. ^
Black Studies|Education, Elementary|Education, Educational Psychology|Education, Reading
Stacy A. S Williams,
"The effects of culturally matched materials on the reading comprehension of African-American students"
(January 1, 2004).
Electronic Doctoral Dissertations for UMass Amherst.