Brown and his colleague in their study identified that achievement gap that is

Brown and his colleague in their study identified

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Brown and his colleague in their study identified that achievement gap that is evident in academic performance particularly among Black kids as they learn to pronounce English words is a major concern for the education industry especially when the students are called read out loud. The term achievement gap is often used in regards to minorities, for example, African American, Hispanic or Native American children (Brown, et al , 2015). Black-White achievement gap (Jencks & Phillips, 1998), is the name given to the great disparity observed between African Americans students as compared to their Caucasian peers in terms of literacy acquisition and more specifically when it comes to reading skills but has the same meaning. According to the National Assessment of Educational Progress (NAEP) in 2011, released statistics described almost 84% of African American students in fourth grade as less than average or rather possess basic reading proficiency levels. This poor performance in reading tests and assignments translated to their other test subjects such as Mathematics ( Washington, Terry & Seidenberg, 2013). Brown and his colleagues also recognized that there are multiple factors that could influence the challenges that a child from a minority household might experience which may be due to their environment and culture. Difference in language background has been identified as a significant factor in the school achievement and reading acquisitions that children experience in school. Research has shown that the characteristics of the language that a child is exposed to are very influential to their learning process. Therefore, if there are significant dialect differences between the language that is spoken at home and school, the child might experience challenges when learning (Brown et al, 2015). Moreover, there are two main influences that could affect the students’ performance namely schooling and familial or home factors. Focusing on the American dialects under discussion, the most prevalent among African American students is African American English (AAE). Multiple research findings have concluded that children that are exposed to and speak in AAE and then are required to learn in SAE (Standard America English) are at disadvantage as compared to children that interact only in SAE throughout their lives (Washington, Terry & Seidenberg, 2013). This presents a substantial amount of work for the African American children to learn to accommodate both dialects but still perform as good in school as the other students. Moreover, the fact that despite these evident learning disadvantages 10
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AMERICA DIALECT the AAE students have to take on learning with MAE, and the children at measured on the same milestones consistently widens the gap ( Ellis, 2013). The variation in the phonetics as well as the structure of language influences greatly the impact that AAE has on a child’s ability to understand SAE. The use of AAE as the dialect of choice does not mean that a child is automatically going to fail. However, why is it that most African American children that do speak AAE seem to be predisposed to poor reading and academic performance? In the same breath, some of these children seem to have mastered the art
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