Dr.
Mona Bryant-Shanklin
School of Education
Norfolk
State University
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Assessing
the Effectiveness of a Phonics-Based Reading Intervention
Program
used with African American Children
Nearly 6 million children served in the public schools
under the Individuals with Disabilities Education Act
(IDEA) have language impairments and another 10 million
have literacy problems (USDOE, 2001). That there is a
developmental connection between language and literacy
is of little debate, but it has only been recently that
researchers have investigated this relationship in any
significant detail. In a recent pilot investigation conducted
by Jones and Bryant-Shanklin (2003) to determine if reading
difficulties in children could be predicted from the
standardized tests speech-language pathologists and audiologists
routinely use, a scattered pattern of communication performance
for two groups of African American children was identified.
This study is a follow-up investigation and seeks to
examine the relationship between literacy acquisition
and childhood language performance. |
