June 2009
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30 Reads
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16 Citations
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Publications (5)
December 1990
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11 Reads
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329 Citations
January 1990
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113 Reads
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571 Citations
The Journal of Negro Education
January 1983
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137 Reads
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95 Citations
Language Arts
Presents the findings of a recent study on the writing and reading achievement of low SES children. Concludes that there is a need for more emphasis on writing for these children. (JL)
39 Reads
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4 Citations
How severe is the literacy gap in our schools? Why does the nine-year-old child from a culturally disadvantaged background so often fall victim to the fourth-grade slump? Although the cognitive abilities of these "children at risk" may be consistent with the norm, their literacy development lags far behind that of other children. In The Reading Crisis , the renowned reading specialist Jeanne Chall and her colleagues examine the causes of this disparity and suggest some remedies. Using Chall's widely applied model of reading development, the authors examine the strengths and weaknesses in the reading, writing, and language development of children from low-income families in an attempt to identify the onset of their difficulties. They show how, in the transition from learning the medium to understanding the message, the demands on children's reading skills become significantly more complex. The crucial point is fourth grade, when students confront texts containing unfamiliar words and ideas that are beyond the range of their own experience. According to Chall's findings, the lack of specific literacy skills-not cognitive factors-explains the deceleration in the reading and writing development of low-income children. The authors outline an active role for the schools in remedying weaknesses in literacy development, and give suggestions for the home and the community. Their recommendations address both practical issues in instruction and the teacher-student dynamic that fosters literacy development. Table of Contents: Preface Acknowledgments 1. Literacy and Language among Low-Income Children 2. The Children, Their Schools, and Their Families 3. Reading Development 4. Writing Development 5. Language Development 6. Interrelations among Reading, Writing, and Language 7. Classroom Instruction and Literacy Environments 8. Home Influences on Literacy and Language 9. Influences on the Lower and Higher Grades 10. Where Do We Go from Here? Epilogue: Persistent Questions Appendix A: Samples of Narrative Writing Representing Average Holistic Ratings and Production: Students' Handwriting Appendix B: Samples of Expository Writing Representing Average Holistic Ratings and Production: Students' Handwriting References Index Reviews of this book: An important study for wide academic and professional attention. --Suzanne W. Wood, Library Journal
Citations (5)
... elementary years, comprehension skills become increasingly critical as a predictor of reading proficiency (Catts et al., 2003;Chall et al., 1990). This progression reflects the evolving nature of reading, transitioning from basic decoding to a more complex understanding and interpretation of text, highlighting that reading development is characterized by continuity and change (van den Broek & Kendeou, 2017a). ...
- Citing Book
December 1990
... Vocabulary learned from explicit instructions in classroom is far less than the total vocabulary that students actually learn throughout academic years. Vocabulary researchers find that a large proportion of vocabulary growth occurs incidentally through a massive amount of immersion in reading and listening, rather than through explicit vocabulary instruction (Chall, Jacobs, & Baldwin, 1990;Nagy & Scott, 2000). The National Reading Panel Report (NICHD, 2000) also reported that vocabulary could be learned incidentally through extensive reading, reading of storybooks, and listening to others. ...
- Citing Book
June 2009
... This phenomenon appears to parallel a pre-adolescent 'slump' phase of cognitive development, a critical period during which the brain undergoes significant structural changes [86]. The term adolescent 'slump' refers to an observed temporary decline in academic performance during early adolescence, characterized by challenges in schoolwork, compared to earlier childhood or later adolescence [87,88]. We found that behavioral differences between ASD and non-ASD children diminished during early adolescence along with the strength of structural coupling between cerebellum, thalamus, and neocortex. ...
- Citing Article
January 1990
The Journal of Negro Education
... This necessitates the ability to fill informational gaps and possess a broad vocabulary (Best et al., 2005;Neuman & Wright, 2014). These factors contribute to a decline in academic performance, often referred to in literature as the "fourth grade slump" phenomenon (Chall & Jacobs, 1983). Consequently, they underscore the importance of implementing both national assessments (such as Mitzav TEST) and international assessments (e.g., PIRLS TEST) within these age students. ...
- Citing Article
January 1983
Language Arts
... This period of development is not for the learning of new skills, "but for confirming what is already known to the reader" (Chall, 1996b, p.18). Such practice allows learners to gain comfort with print, thereby enabling the transition from learning to read to reading to learn (Chall, Jacobs, & Baldwin, 1990) to proceed smoothly. Without such automatic processing, students will continue to expend a disproportionately large percentage of their attention on decoding, which in turn leaves them with an inadequate amount for comprehension (Adams, 1990;LaBerge & Samuels, 1974;Stanovich, 1980Stanovich, , 1984. ...
- Citing Article