EXAMINING THE SCIENCE OF READING FOCUSING ON PHONEMIC AWARENESS AND MULTICULTURAL LITERATURE TO ENHANCE READING ACHIEVEMENT AMONG AFRICAN AMERICAN STUDENTS

This mixed-methods action research study examined how implementing the CKLA, Core Knowledge Language Arts, curriculum, founded in the science of reading, enhanced the reading achievement among first-grade African American students. The purpose of the study was to explore how phonics instruction, specifically phonemic awareness, and multicultural literature would improve literacy. The study was guided by Ivankova’s six-phased mixed methods model integrating quantitative and qualitative data. The quantitative data collected included the DIBELS, Dynamic Indicators of Basic Early Literacy Skills, benchmark and progress monitoring assessments. The qualitative data included student work samples, multicultural literature lessons, and open-ended student responses. The quantitative data revealed consistent increases in DIBELS scores from fall to spring. The qualitative findings suggested that integrating multicultural literature fostered students’ cultural awareness and reading engagement. The findings of the study emphasized the importance of teacher leadership in using the data to sustain literacy growth.