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Reading comprehension requires knowledge of words and the world: Scientific insights into the fourth-grade slump and the nation’s stagnant comprehension scores
- American Educator
, 2003
"... While educators have made good progress in teaching children to decode (that is, turn print into speech sounds), it’s disheartening that we still have not overcome the “fourth-grade slump ” in reading comprehension. We’re finding that even though the vast majority of our youngest readers can manage ..."
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While educators have made good progress in teaching children to decode (that is, turn print into speech sounds), it’s disheartening that we still have not overcome the “fourth-grade slump ” in reading comprehension. We’re finding that even though the vast majority of our youngest readers can manage simple texts, many students—particularly those from low-income families—struggle when it comes time in grade four to tackle more advanced academic texts. To help these students, we must fully understand just where this “fourth-grade slump ” comes from. The “slump” was the name that the great reading researcher Jeanne Chall used to describe the apparently sudden drop-off between third and fourth grade in the reading scores of low-income students. In her research, Chall found that low-income students in the second and third grades tended to score at (and even above) national averages in reading tests and related measures such as spelling and word meaning. But at the fourth grade, low-income students ’ scores began a steady drop that grew steeper as the students moved into the higher grades. 1 (For a more detailed discussion of Chall’s landmark E. D. Hirsch, Jr., is founder of the Core Knowledge Foundation and professor emeritus of education and humanities at the University of Virginia. He has written several acclaimed books, including
The effects of morphological instruction on literacy skills: A systematic review of the literature
- Review of Educational Research
, 2010
"... The online version of this article can be found at: Published on behalf of ..."
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The online version of this article can be found at: Published on behalf of
The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis
"... Thank you for your interest in the Society for Research on Educational Effectiveness 2010 Annual Conference. Conference abstracts must be submitted using this template document. The template is based on the recommendations offered by Mosteller, Nave, and Miech (2004, p. 33) * for structured abstract ..."
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Thank you for your interest in the Society for Research on Educational Effectiveness 2010 Annual Conference. Conference abstracts must be submitted using this template document. The template is based on the recommendations offered by Mosteller, Nave, and Miech (2004, p. 33) * for structured abstracts. Abstracts should follow APA Style, as specified in the Sixth Edition of the Publication
Exploring sources of reading comprehension difficulties among language minority learners and their classmates in early adolescence
- American Educational Research Journal
, 2010
"... This study explores the nature of reading comprehension difficulties among early adolescent language minority (LM) learners and native English speak-ers in urban schools. Sixth-grade students (399 LM learners, 182 native English speakers) were screened for difficulties, using a standardized mea-sure ..."
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This study explores the nature of reading comprehension difficulties among early adolescent language minority (LM) learners and native English speak-ers in urban schools. Sixth-grade students (399 LM learners, 182 native English speakers) were screened for difficulties, using a standardized mea-sure of reading comprehension. Of these, 262 students (201 LM learners, 61 native English speakers) with a score at or below the 35th percentile were administered measures of oral language and reading. More LM learn-ers than their peers were classified as struggling readers (60 % vs. 40%, respectively). However, latent class analysis demonstrated that the two popu-lations were evenly distributed among three skill profiles of struggling read-ers. Despite relative differences in word reading accuracy and fluency, each profile was characterized by low vocabulary knowledge. The majority of struggling readers were found to have developed basic fluency skills. The findings demonstrate the need for middle schools to identify why students are having comprehension difficulties and to target instruction to meet their specific needs, given the wide variation in the struggling reader population. Moreover, they suggest that treating LM learners as a separate group based on their status as second-language learners may not be appropriate.
Bumping into spicy, tasty words that catch your tongue”: A formative experiment on vocabulary instruction. The Reading Teacher
, 2007
"... “If we’re reading and we bump into something [a word] that we don’t understand...then if you just look up at the [instructional] charts, the context clues, then you can kind of like...get an idea of what it means. ” Paula (all stu-dent names are pseudonyms) “If you’re writing and you want...to go in ..."
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“If we’re reading and we bump into something [a word] that we don’t understand...then if you just look up at the [instructional] charts, the context clues, then you can kind of like...get an idea of what it means. ” Paula (all stu-dent names are pseudonyms) “If you’re writing and you want...to go into your the-saurus and find another, um, spicy word, tasty [word].... You can just go in there and look and then you can find another word that is a lot better. ” Donald “Reading means words, words that catch your tongue, and words that don’t mean what they sound. ” Gary These are statements from fifth-grade studentsnear the end of our yearlong inquiry into vocab-ulary instruction. The purpose of our study was to explore the impact of a comprehensive vocabulary instructional program on students ’ word knowledge and appreciation. In this article, we describe the vo-cabulary program and the outcomes of our study that led students to report that they learned how to “bump into spicy, tasty words that caught their tongues.” Background Our study was grounded on current research on vo-cabulary development and instruction (Baumann,
Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities. Center on Instruction (pp
, 2009
"... The authors would like to acknowledge the invaluable ..."
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The authors would like to acknowledge the invaluable
Reading at risk: Why effective literacy practice is not effective
- Waikato Journal of Education
, 2010
"... ABSTRACT The gap between high and low achievers in reading is wide in New Zealand compared to other countries as shown in PIRLS (Progress in International Reading Literacy Study) 2001 and 2006 studies. Students of minority backgrounds and low socio-economic status are over-represented in the low ach ..."
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ABSTRACT The gap between high and low achievers in reading is wide in New Zealand compared to other countries as shown in PIRLS (Progress in International Reading Literacy Study) 2001 and 2006 studies. Students of minority backgrounds and low socio-economic status are over-represented in the low achieving category. As the primary response to reduce the achievement gap, the Government developed and distributed the literacy teaching reference Effective Literacy Practice in Years 1 to 4. This article examines Effective Literacy Practice against current scientific-based international research in the teaching of reading, with particular emphasis on the teaching of reading to students at risk. Research evidence shows that an explicit and systematic approach to teaching reading is critical to the success of reading achievement with at-risk students. With a heavy leaning towards incidental learning, Effective Literacy Practice fails to provide teachers with the necessary knowledge to effectively teach the critical components of reading.
Cognitive reading assessment for low literate adults: An analytic review and new framework
- PA: National Centre on Adult Literacy
, 2000
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A Review of the Current Research on Vocabulary Instruction A Research Synthesis 2010 A RESEARCH SYNTHESIS A Review of the Current Research on Vocabulary Instruction
, 2010
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Moving Past “Right” or “Wrong” Toward a Continuum of Young Children’s Semantic Knowledge
- Studies in Second Language Acquisition
, 2011
"... Vocabulary development is a critical goal for early childhood education. However, it is difficult for researchers and teachers to determine whether this goal is being met, given the limitations of current assessment tools. These tools tend to view word knowledge dichotomously—as right or wrong. A cl ..."
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Vocabulary development is a critical goal for early childhood education. However, it is difficult for researchers and teachers to determine whether this goal is being met, given the limitations of current assessment tools. These tools tend to view word knowledge dichotomously—as right or wrong. A clear sense of children’s depth of semantic knowledge is necessary in order to plan and evaluate the effectiveness of instruction. This article proposes a continuum of young children’s semantic knowledge that stems from a conceptual analysis of literature across the fields of education, linguistics, and educational psychology. Nineteen categories of children’s word knowledge were identified and grouped into five hierarchically related levels: no understanding, schematically related understanding, contextual understanding, decontextual understanding, and paired understanding. This semantic continuum can be used to develop an assessment instrument to measure the incremental changes in young children’s semantic knowledge. Also, it can be used to guide assessment-based vocabulary instruction in early childhood. Keywords vocabulary, assessment, early childhood Researchers and teachers tend to score assessment of a child’s vocabulary knowledge as right or wrong. This dichotomous view is misleading. Word meanings are complex
