A Systematic Literature Review of Literacy Development of K-2 Black Boys

Abstract

Systemic barriers often prevent young Black boys from full development of their potential, including in the area of literacy. This systematic literature review seeks to better understand the landscape of literacy development of Black boys in kindergarten, first, and second grades by answering the question: What does previous literature indicate about how the U.S. education ecosystem impacts K-2nd grade Black boy’s language arts interests and abilities? We used the Khan framework for this review. Searching three academic databases and an expert consultation yielded 46 relevant works, which were analyzed for their framing (i.e., asset- or deficit-based), focal areas, and findings. We identified seven themes across this body of work: literacy skills assessment, the impact of the use of Black English, inclusive and culturally relevant curricula, interventions and pedagogical approaches, professional development, student engagement, the research agenda. Our findings support an asset-based approach that emphasizes the abilities of young Black boys to flourish academically when appropriate support is provided.