ABSTRACT
African American boys continue to perform below proficient level on assessments of early reading, writing, vocabulary, and phonological awareness compared to their White peers. Thus, this gap between African Americans and Whites lingers on through secondary schooling, and boys in particular are at a noticeable risk of experiencing difficulties with reading. Despite a push for early identification and intervention for all children, students from underserved communities, such as African American boys with dyslexia, are at much higher risk for academic and even health disparities, compared to their White and/or non-disabled peers. In addition to examining the limitations within the education systems, studying the interaction among multiple barriers may offer additional understanding for decreasing and preventing the significant disparities for African American boys with dyslexia. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
