Understanding Reading Challenges Among Black Boys: A Case Study of Third-Grade Title I Students

Macon, Dorothea Abstract Black boys in the United States continue to underperform on standardized reading assessments despite Title I support. Despite decades of policy, including No Child Left Behind (2001), Every Student Succeeds Act (2015), and Wisconsin's Act 20, third-grade Black boys in a majority-minority district showed no measurable, sustained gains in reading proficiency from 2005 to 2023. This qualitative case study explored the reading experiences of thirteen third-grade Black boys receiving Title I support in a Midwestern majority-minority suburban district and interviewed four reading teachers. Using a phenomenological approach grounded in African American male theory (Bush & Bush, 2013), the active view of reading (Duke & Cartwright, 2021), and principles of race theory, the study examined Title I is limits, policy effectiveness, AVR implementation, and whether PRT informs monitoring of race-related instructional discourse. Findings identified persistent barriers: limited early literacy exposure, few culturally responsive texts, uneven access to interventions across grades, and deficit-based frameworks that students often internalize. The study concludes that literacy equity for Black boys requires a shift from deficit thinking to dignity-based support. Recommendations include centering student voice, adopting culturally relevant texts that affirm Black male identity, strengthening teacher preparation in AVR and PRT, and revising mandates to address Black boys' socio-emotional and literacy needs. Implications include curriculum design, professional learning, and targeted state and federal policy reform. Keywords: Black boys, third-grade reading, Title I intervention, culturally responsive pedagogy, Active View of Reading, African American male theory, literacy equity, deficit thinking, dignity-based support, qualitative case study.

Grantor dc:publisher

Alverno College

Year dc:date

2026

Author dc:creator

• Macon, Dorothea

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/1037

OAI identifier oai:identifier

oai:alverno.omeka.net:1037