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035 a| (OCoLC)1449649387;

090 a| LC2778.L34;

049 a| EREE;

100 1 a| Johnson, Shawn David,e| author.?| UNAUTHORIZED;

245 14 a| The word gap and its implications on K-5 black male achievement and beyond /c| by Shawn David Johnson.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (140 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 8.12 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Karen Jones;

500 a| Title from PDF t.p. (viewed April 4, 2025).;

520 3 a| Despite numerous efforts to reduce or eliminate the disparities in achievement between black males and their white counterparts in schools, the achievement gap continues to exist. Black males at every level perform at a disproportionately lower rate on state achievement tests and day to day performance in general. This leads to many troubling statistics including higher discipline rates, higher dropout rates, and higher incarceration rates to name a few. When you begin to diagnose these outcomes and consider root causes there are many variables that began to surface as to the reason(s) for this occurrence. For the purpose of this study we will focus on vocabulary acquisition. The implications of a low vocabulary range from low academic performance in school to fewer job opportunities as an adult with many obstacles in between. The 30 Million Word Gap is a study which exposed this reality by studying the interaction and dialogue of families of low economic status to learn the conversation patterns and exposure to words for the children in these homes prior to entry into kindergarten. The findings coined the phrase The 30 Million Word Gap as it was found that children from low economic status homes knew 30 million less words than their more affluent peers by the time they arrived in grade school. The majority of the children in this study were black males. My case study at Lucky Day Elementary School focused on research based instructional strategies to increase vocabulary acquisition and ultimately reduce the word gap. While the study afforded students the opportunity to read books of interest in a structured and intentional manner, the results of the study were inconclusive with regards to impact on word acquisition.;

504 a| Includes bibliographical references.;

650 0 a| African American studentsx| Education (Elementary)=| ^A8811;

650 0 a| Language acquisitionx| Testing.=| ^A421957;

650 0 a| Vocabulary tests.=| ^A77926;

650 0 a| Educational equalization.=| ^A24637;

650 0 a| Academic achievement.=| ^A8828;

653 a| ELA - English Language Arts.;

653 a| AIG - Academically and Intellectually Gifted.;

653 a| The Excellent Public Schools Act - A North Carolina bill that establishes the Early Literacy Program within the Department of Public Instruction and states that NCDPI must use the Program to build strong foundational early literacy skills utilizing the Science of Reading to ensure that all students are reading on grade level by the end of Grade 3.;

653 a| Word Gap - The existence of a difference in vocabulary across income groups (Hart & Risley, 1995).;

653 a| NCDPI - North Carolina Department of Public Instruction.;

653 a| LETRS - Language Essentials for Teachers of Reading and Spelling.;

700 1 a| Jones, Karen,e| degree supervisor.=| ^A262119;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13472;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462605;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462605-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462605-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

The word gap and its implications on K-5 black male achievement and beyond / by Shawn David Johnson.

Author/creator	Johnson, Shawn David author.
Other author	Jones, Karen, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (140 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	African American students--Education (Elementary). Language acquisition--Testing. Vocabulary tests. Educational equalization. Academic achievement.

Summary	Despite numerous efforts to reduce or eliminate the disparities in achievement between black males and their white counterparts in schools, the achievement gap continues to exist. Black males at every level perform at a disproportionately lower rate on state achievement tests and day to day performance in general. This leads to many troubling statistics including higher discipline rates, higher dropout rates, and higher incarceration rates to name a few. When you begin to diagnose these outcomes and consider root causes there are many variables that began to surface as to the reason(s) for this occurrence. For the purpose of this study we will focus on vocabulary acquisition. The implications of a low vocabulary range from low academic performance in school to fewer job opportunities as an adult with many obstacles in between. The 30 Million Word Gap is a study which exposed this reality by studying the interaction and dialogue of families of low economic status to learn the conversation patterns and exposure to words for the children in these homes prior to entry into kindergarten. The findings coined the phrase The 30 Million Word Gap as it was found that children from low economic status homes knew 30 million less words than their more affluent peers by the time they arrived in grade school. The majority of the children in this study were black males. My case study at Lucky Day Elementary School focused on research based instructional strategies to increase vocabulary acquisition and ultimately reduce the word gap. While the study afforded students the opportunity to read books of interest in a structured and intentional manner, the results of the study were inconclusive with regards to impact on word acquisition.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Karen Jones
General note	Title from PDF t.p. (viewed April 4, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The word gap and its implications on K-5 black male achievement and beyond / by Shawn David Johnson.

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