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    Why?: African American Children Can Not Read
    Why?: African American Children Can Not Read
    Why?: African American Children Can Not Read
    Ebook89 pages58 minutes

    Why?: African American Children Can Not Read

    By Philip Cooper

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    WHY?

    Why do African American children fill the rolls of low achievers?
    Why do African American children fill the rolls of needs improvement schools?
    Why do African American children fill the rolls of high school dropouts?
    Why do African American children fill the rolls of special education classes?

    The answers to these questions are not found in the traditional educational setting; nor are they found in the plethora of text devoted to social, economic, and educational reforms.
    The sub proficiency performances of many African American children in reading and reading comprehension contribute significantly to the educational, social, health and economic gaps in our schools and our society. As witnessed by many, it is the ability to read which allows a child to transcend even the poorest environment and social circumstances, and succeed in life. The ability to read is not innate; it is a learned skill that is dependent on the development of the neural (brain) cells necessary for memory. Sleep disordered breathing conditions, like Obstructive Sleep Apnea Syndrome (OSAS), impact the development of these cells and learning to read becomes difficult. The early diagnosis and treatment of OSAS will give these children an opportunity to learn to read, not be left behind, and develop to their maximum potential.
    LanguageEnglish
    PublisheriUniverse
    Release dateJan 12, 2009
    ISBN9780595900367
    Why?: African American Children Can Not Read
    Author

    Philip Cooper

    Philip was born and educated in the United Kingdom. He joined Citibank in London before moving to Athens where he worked as a foreign exchange trader for both Citibank and Chase Manhattan Bank. Philip was then posted to Citibank's Middle East North African Training Centre in Athens/Beirut as the operations manager and a foreign exchange trainer.After returning to the United Kingdom Philip joined Union Bank of Switzerland as the Head of Learning and Development and introduced trading simulations as a safe way for new traders to trade. He was later appointed Head of Learning and Education for UBS in North America. He subsequently left the bank and went into partnership with two colleagues and set up a successful financial training company (New Learning Developments) in New York City. At New Learning Developments he developed relationships with all the major investment banks such as Goldman, Lehman, JP Morgan, and other major financial institutions such as The Federal Reserve Bank, Chase, Citibank, ABN-AMRO and the World Bank.Returning to London he worked as a training consultant to financial services institutions and the Ministry of Defence. After this he moved to Greece where he wrote books teaching English as a second language as well as developing knowledge databases for online brokerage houses.He returned to London in 2012 where he works with autistic children, conducts webinars on foreign exchange and develops online retail educational databases for trading brokers. He has written a children’s book, two fictional short stories, and a poetry book all available on www.smashwords.com. He recently had two financial books, Competing in the Financial Markets and Mastering Options, published by Business Expert Press in New York at www.businessexpertpress.com also available on www.amazon.com. Rape of the Aegean is his first novel.

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      Book preview

      Why? - Philip Cooper

      Contents

      Preface

      Introduction

      Chapter 1

      Chapter 2

      Chapter 3

      Chapter 4

      Chapter 5

      Chapter 6

      THE AUTHOR

      Letters from Parents

      References and Bibliography

      Preface

      In the spring of 1999, I was cruising the television channels and stopped to watch a repeat of a CBS 48 Hours segment on sleep apnea. The segment followed a seven-year-old boy named Adam. Adam was hyperactive, he did not perform well in school and had been diagnosed with attention deficit disorder. In addition to this diagnosis, his medical history revealed that he snored while sleeping. The nightly episodes of snoring were punctuated with periods of apnea, which is a temporary cessation of breathing, and arousals, which are brief periods of awakening. After doctors performed a sleep study, Adam was diagnosed with a mild form of obstructive sleep apnea. Doctors discovered that his airway was blocked by large adenoids and tonsils. Medical intervention to remove these structures resulted in the elimination of Adam’s snoring. The intervention also resulted in a significant change in his behavior pattern and major improvements in his academic progress.

      A percentage of my general dental practice is devoted to orthodontics. Historically, orthodontics has focused on corrective protocols, such as straightening crooked teeth. Today, however, the focus has shifted to early intervention and prevention. Orthodontists now pay particular attention to the anatomical growth and development of the facial structures that support the teeth. Many factors impact the growth and development of these facial structures, but the primary biological conditions that negatively affect the developmental process are airway obstructions and blockages.

      My patient population is predominantly African American, with many children whose medical histories include treatment for asthma, allergies, bronchitis, and hyperactivity The content of the 48 Hours program stimulated me to ask whether treating the snoring and breathing problems of these children would have similar results.

      In this day of increasing disparities, which I will discuss in more detail, African American children often do not receive the same level of attention that many of their counterparts receive in both medical and educational contexts. We will see that it is the intertwining of social, economic, and health care disparities that underpin the negative perception of African American children who struggle in school, behave poorly, and fail to achieve.

      My objective is to begin the process of changing the negative perception of African American children in the educational environment and in society as a whole. This is a book about reading and those factors that predispose many African American children to struggle with reading. I want to be very clear: The disproportionate number of African American children who struggle with reading is unacceptable, particularly in a society that has the capacity to educate all of its children. There is an answer. If we address the reasons why African American children cannot read, we can begin to replace society’s pessimistic projections for the fate of African American children with optimism.

      Introduction

      Not all African American children perform poorly in the educational environment because they struggle with reading and reading comprehension. In fact, many African American children perform equally as well as children of other races and nationalities, and in many instances they excel. However, a disproportionately high percentage of African American children do struggle and are less than proficient. These children are the focus of Why?

      All too often, children who fail to achieve proficiency are classified as at risk even before they begin the formal education process, based purely on the perception of their social and economic status. These children are often classified as special, slow learners, uneducable, behavior problems, and, in one state system, other health impaired. These children may not have hearing, vision, or mental deficits, but because they differ from the norm, they are singled out as needing special attention. Why are these children so different from those African American children who become doctors, lawyers, inventors, and productive citizens? The skill exhibited by successful children is the ability to read and comprehend with proficiency.

      On April 28, 1998, Dr. G. Reid Lyon, then the government guru of reading at the National Institute of Child Health and Human Development, presented a report to the Senate Committee on Labor and Human Resources in which he made the following statement:

      Consider that reading skill serves as the major avenue to learning about other people, about history and social studies, the language arts, science, mathematics, and other content subjects that must be mastered in school. When children do not learn to read, their general knowledge, their spelling and writing abilities and their vocabulary development suffer in kind. Within this context, reading skill serves as the major foundational skill for all school-based learning, and without it, the chances for academic and occupational success are limited indeed. Because of its importance and visibility, particularly during the primary grades, difficulty learning to read squashes the excitement and love for learning that many youngsters enter school with.

      It is significant that Dr. Lyon referred to the preschool years as a critical period in a child’s development of the ability to read. He writes,

      Some children learn to read and write with ease. Even before they enter school, they have developed an understanding that the letters on a page can be sounded out to make words and some preschool children can even read words correctly that they have never seen before and comprehend what they have read.

      The quality of a child’s early environment has garnered considerable attention at the local, state, and national levels of education. Current neurological research indicates the

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