International Journal of Social Science Research (IJSSR)

The Impact of Whole Language Practices on the Reading Instruction of Second-Grade African American Males

Research consistently shows African American boys in the early elementary grades often lag behind their peers in reading proficiency. This reading gap is particularly evident in under-resourced communities, where high-quality, culturally responsive instruction is often limited and governed by the principles of the No Child Left Behind (NCLB) legislation, which emphasizes accountability and equity in ensuring all students succeed. This study investigated whether alternative instructional approaches can lead to improved outcomes for struggling readers. Specifically, this study examined the impact of whole language instructional practices on the reading achievement of second-grade African American boys, age 7 to 8 years, in a rural Title I elementary school serving approximately 119 students. In this research study, a group of second-grade African American boys received reading instruction using a whole language approach, which focuses on meaning-making, context, and student engagement with authentic texts, in contrast to traditional phonics-based instruction. Pre- and post-assessment reading data were collected to analyze the correlation between instructional method and reading performance. The results indicated whole language practices had a positive influence on reading achievement for the participating students. These findings show that incorporating whole language strategies may provide a more effective and inclusive approach to improving literacy outcomes for African American boys in alignment with the goals of NCLB, and adopting a whole language approach may be a viable strategy to enhance literacy outcomes among African American boys in similar educational settings.