Date of Conferral
10-6-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Terri Edwards
Abstract
The problem addressed through this study was that African American students score lower than White students in reading across grade levels, demonstrating a gap in teaching practice in early childhood education. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives on challenges to increase African American students’ level of reading proficiency and what they believed they needed to close the African American-White student achievement gap in reading. The conceptual framework was Ladson-Billings’s culturally relevant pedagogy. Semistructured interviews were conducted with 10 kindergarten through third grade teachers who were currently teaching reading to African American students throughout the United States for at least 3 years. The six-phase thematic analysis approach by Braun and Clarke was used for data analysis with four themes emerging: (a) teachers are challenged by family engagement, students’ reading and social-emotional skills, and curriculum; (b) teachers use grouping, engaging activities and resources, assessments, and support systems; (c) teachers need time and relevant resources; and (d) teachers need support and training. Early childhood administrators may use these findings to provide professional development for reading instruction. School districts may use the results of this study to offer specific professional development to improve the quality of reading instruction for diverse learners and to help close the African American-White achievement gap and create positive social change by advancing student learning.
Recommended Citation
Moore, Miriam Aliyya, "Teacher Perspectives on Challenges to Close the Reading Achievement Gap for African American Students" (2025). Walden Dissertations and Doctoral Studies. 18474.
https://scholarworks.waldenu.edu/dissertations/18474
