Exploring the Impact of Culturally-Relevant Assessment Material on Black Students' Reading Comprehension

• In Event: Electronic Board Session I

Abstract

This study applies a diagnostic classification model (DCM) to investigate the impact of culturally-relevant assessment materials on Black students’ reading scores. Results suggest that average-level readers with high prior knowledge of African-American culture have a higher chance of being masters on African-American-orientated texts than they do on other cultural texts.

Author

• Armani Michia Morris