Literature on twice exceptional African American boys who are gifted academically and have a learning disability neglects to emphasize contributing factors relating to the reading gap and lack of effective reading interventions and curriculum. Although the demographics of special education classrooms are shifting to mirror more diverse students, it remains a question as to how critical literacy impacts African American boys’ reading identity based on a representational intersectionality approach to learning, leaving unanswered questions about proper academic support services. This article begins with definitions, followed by key factors in language and literacy development. Next, the article will highlight the urgent importance of critical literacy and its impact on reading identity, concluding with a discussion that focuses on a representational intersectionality approach to learning that includes applying Sweet and Snow’s model. The article will culminate with a call for action for classroom practice.
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