Abstract:
Reading proficiency is fundamental for student success. However, students of African descent
are at-risk for reading difficulties. The purpose of this study was to determine if students of
African descent and African Nova Scotian students have lower scores on measures of reading
ability, vocabulary, phonological awareness, morphological awareness, syntactic awareness, and
prosodic sensitivity compared to a sample of other Nova Scotian students. Participants were 338
1st grade students from 18 schools across Nova Scotia. Students of African descent and African
Nova Scotian students had lower scores on word reading, phonological awareness,
morphological awareness, and syntactic awareness skills compared to a sample of all other Nova
Scotian students. Additionally, African Nova Scotian students scored lower than students of
African descent for word reading, morphological awareness, and syntactic awareness suggesting
African Nova Scotians have unique challenges. These findings practical implications for those
working in the education system and educational policymakers.
