How Does a Metalinguistic Phonological Intervention Impact the Reading Achievement and Language of African American Boys?

Abstract

Researchers consistently find a correlation between low literacy levels and high school dropout rates, expulsion, reading achievement, and failing grades for African American males. Low literacy achievement in African American males may result from multiple factors, including dialectic linguistic differences and/or phonological awareness abilities. Phonological deficits are consistently associated with dyslexia. This article documents results from a metacognitive flexibility-based phonological intervention designed to mitigate the effects of dialect differences and phonological awareness among African American boys. Based on their scaled scores on the Comprehensive Test of Phonological Processing–Second Edition Elision subtest, we placed participants in 2 different groups: low phonological awareness (n = 13) and average phonological awareness (n = 17). The 4-week intervention included manipulative phonemic procedures targeting final consonant patterns with an emphasis on a metacognitive understanding of phonological differences between African American English and academic English. We analyzed pre- and posttest data on resulting reading achievement, phonological awareness, and dialect variation using multivariate analysis of variance/multivariate analysis of covariance. We used hierarchical regression to analyze the prediction of reading achievement scores. The findings of this study suggest several recommendations for teachers to increase phonological awareness abilities among students who are at risk for reading difficulties. Teachers can also implement explicit instruction combining phonemic manipulation and verbal scaffolding related to a metacognitive understanding of the phonological differences between African American English and academic English.