The Reading Crisis: Why Poor Children Fall Behind
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 developmen...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
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Cambridge, MA
Harvard University Press
[2022]
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| Zusammenfassung: | 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 |
| Beschreibung: | Description based on online resource; title from PDF title page (publisher's Web site, viewed 31. Jan 2022) |
| Beschreibung: | 1 online resource (207 pages) |
| ISBN: | 9780674029354 |
| DOI: | 10.4159/9780674029354 |
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| 520 | |a 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. | ||
| 520 | |a 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. | ||
| 520 | |a 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 | ||
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| publisher | Harvard University Press |
| record_format | marc |
| spelling | Chall, Jeanne Sternlicht Verfasser aut The Reading Crisis Why Poor Children Fall Behind Vicki A. Jacobs, Jeanne Sternlicht Chall, Luke E. Baldwin Cambridge, MA Harvard University Press [2022] © 1990 1 online resource (207 pages) txt rdacontent c rdamedia cr rdacarrier Description based on online resource; title from PDF title page (publisher's Web site, viewed 31. Jan 2022) 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 In English EDUCATION / Higher bisacsh Alphabétisation United States USA. Arts du langage (Primaire) Évaluation États-Unis Children with social disabilities Education Evaluation United States Children with social disabilities Education United States Evaluation Enfants handicapés sociaux Éducation Évaluation États-Unis Language arts (Elementary) Evaluation United States Language arts (Elementary) United States Evaluation Lecture (Enseignement primaire) Évaluation États-Unis Literacy Evaluation United States Literacy United States Evaluation Reading (Elementary) Evaluation United States Reading (Elementary) United States Evaluation Retardés scolaires Évaluation États-Unis Underachievers Evaluation United States Underachievers United States Evaluation Baldwin, Luke E. Sonstige oth Jacobs, Vicki A. Sonstige oth https://doi.org/10.4159/9780674029354 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Chall, Jeanne Sternlicht The Reading Crisis Why Poor Children Fall Behind EDUCATION / Higher bisacsh Alphabétisation United States USA. Arts du langage (Primaire) Évaluation États-Unis Children with social disabilities Education Evaluation United States Children with social disabilities Education United States Evaluation Enfants handicapés sociaux Éducation Évaluation États-Unis Language arts (Elementary) Evaluation United States Language arts (Elementary) United States Evaluation Lecture (Enseignement primaire) Évaluation États-Unis Literacy Evaluation United States Literacy United States Evaluation Reading (Elementary) Evaluation United States Reading (Elementary) United States Evaluation Retardés scolaires Évaluation États-Unis Underachievers Evaluation United States Underachievers United States Evaluation |
| title | The Reading Crisis Why Poor Children Fall Behind |
| title_auth | The Reading Crisis Why Poor Children Fall Behind |
| title_exact_search | The Reading Crisis Why Poor Children Fall Behind |
| title_exact_search_txtP | The Reading Crisis Why Poor Children Fall Behind |
| title_full | The Reading Crisis Why Poor Children Fall Behind Vicki A. Jacobs, Jeanne Sternlicht Chall, Luke E. Baldwin |
| title_fullStr | The Reading Crisis Why Poor Children Fall Behind Vicki A. Jacobs, Jeanne Sternlicht Chall, Luke E. Baldwin |
| title_full_unstemmed | The Reading Crisis Why Poor Children Fall Behind Vicki A. Jacobs, Jeanne Sternlicht Chall, Luke E. Baldwin |
| title_short | The Reading Crisis |
| title_sort | the reading crisis why poor children fall behind |
| title_sub | Why Poor Children Fall Behind |
| topic | EDUCATION / Higher bisacsh Alphabétisation United States USA. Arts du langage (Primaire) Évaluation États-Unis Children with social disabilities Education Evaluation United States Children with social disabilities Education United States Evaluation Enfants handicapés sociaux Éducation Évaluation États-Unis Language arts (Elementary) Evaluation United States Language arts (Elementary) United States Evaluation Lecture (Enseignement primaire) Évaluation États-Unis Literacy Evaluation United States Literacy United States Evaluation Reading (Elementary) Evaluation United States Reading (Elementary) United States Evaluation Retardés scolaires Évaluation États-Unis Underachievers Evaluation United States Underachievers United States Evaluation |
| topic_facet | EDUCATION / Higher Alphabétisation United States USA. Arts du langage (Primaire) Évaluation États-Unis Children with social disabilities Education Evaluation United States Children with social disabilities Education United States Evaluation Enfants handicapés sociaux Éducation Évaluation États-Unis Language arts (Elementary) Evaluation United States Language arts (Elementary) United States Evaluation Lecture (Enseignement primaire) Évaluation États-Unis Literacy Evaluation United States Literacy United States Evaluation Reading (Elementary) Evaluation United States Reading (Elementary) United States Evaluation Retardés scolaires Évaluation États-Unis Underachievers Evaluation United States Underachievers United States Evaluation |
| url | https://doi.org/10.4159/9780674029354 |
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