The reading crisis :: why poor children fall behind /
Children from low-income backgrounds often experience "fourth-year slump", despite the fact that their cognitive abilities may be consistent with the norm. This book examines the causes of this disparity and outlines an active role for the schools in remedying weaknesses in literacy develo...
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Weitere Verfasser: | , |
Format: | Elektronisch E-Book |
Sprache: | English |
Veröffentlicht: |
Cambridge, Mass. :
Harvard University Press,
1990.
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Schlagworte: | |
Online-Zugang: | Volltext |
Zusammenfassung: | Children from low-income backgrounds often experience "fourth-year slump", despite the fact that their cognitive abilities may be consistent with the norm. This book examines the causes of this disparity and outlines an active role for the schools in remedying weaknesses in literacy development. |
Beschreibung: | 1 online resource (xv, 191 pages) |
Format: | Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |
Bibliographie: | Includes bibliographical references (pages 176-183) and index. |
ISBN: | 9780674029354 0674029356 0674016041 9780674016040 |
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100 | 1 | |a Chall, Jeanne S. |q (Jeanne Sternlicht), |d 1921-1999. |1 https://id.oclc.org/worldcat/entity/E39PBJpv6QpYFp9CgvmddDbjmd |0 http://id.loc.gov/authorities/names/n50036145 | |
245 | 1 | 4 | |a The reading crisis : |b why poor children fall behind / |c Jeanne S. Chall, Vicki A. Jacobs, Luke E. Baldwin. |
260 | |a Cambridge, Mass. : |b Harvard University Press, |c 1990. | ||
300 | |a 1 online resource (xv, 191 pages) | ||
336 | |a text |b txt |2 rdacontent | ||
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504 | |a Includes bibliographical references (pages 176-183) and index. | ||
506 | |3 Use copy |f Restrictions unspecified |5 MiAaHDL |2 star | ||
533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
583 | 1 | |a digitized |c 2010 |h HathiTrust Digital Library |l committed to preserve |5 MiAaHDL |2 pda | |
588 | 0 | |a Print version record. | |
505 | 0 | |a Contents -- Preface -- Acknowledgments -- 1 Literacy and Language among Low-Income Children -- 2 The Children, Their Schools, and Their Families -- 3 Reading Development -- 4 Writting 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 Influenec on the Lower and Higher Grades -- 10 Where Do We Go from Here? -- Epilogue: Persistent Questions | |
505 | 8 | |a Appendix A Samples of Narrative Writing Representing Average Holistic Ratings and Production: Students' HandwritingAppendix B Samples of Expository Writing Representing Average Holistic Ratings and Production: Students' Handwriting -- References -- Index | |
520 | |a Children from low-income backgrounds often experience "fourth-year slump", despite the fact that their cognitive abilities may be consistent with the norm. This book examines the causes of this disparity and outlines an active role for the schools in remedying weaknesses in literacy development. | ||
520 | |b 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. | ||
650 | 0 | |a Language arts (Elementary) |z United States |x Evaluation. | |
650 | 0 | |a Reading (Elementary) |z United States |x Evaluation. | |
650 | 0 | |a Underachievers |z United States |x Evaluation. | |
650 | 0 | |a Children with social disabilities |x Education |z United States |x Evaluation. | |
650 | 0 | |a Literacy |z United States |x Evaluation. | |
650 | 0 | |a Literacy. |0 http://id.loc.gov/authorities/subjects/sh85077482 | |
650 | 2 | |a Educational Status |0 https://id.nlm.nih.gov/mesh/D004522 | |
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650 | 6 | |a Alphabétisation. | |
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700 | 1 | |a Jacobs, Vicki A. |0 http://id.loc.gov/authorities/names/n89649013 | |
700 | 1 | |a Baldwin, Luke E. |0 http://id.loc.gov/authorities/names/n89649014 | |
758 | |i has work: |a The reading crisis (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGF4rcyGXpxGjR38RTMgKd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
776 | 0 | 8 | |i Print version: |a Chall, Jeanne S. (Jeanne Sternlicht), 1921-1999. |t Reading crisis. |d Cambridge, Mass. : Harvard University Press, 1990 |w (DLC) 89027202 |w (OCoLC)20422311 |
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adam_text | |
any_adam_object | |
author | Chall, Jeanne S. (Jeanne Sternlicht), 1921-1999 |
author2 | Jacobs, Vicki A. Baldwin, Luke E. |
author2_role | |
author2_variant | v a j va vaj l e b le leb |
author_GND | http://id.loc.gov/authorities/names/n50036145 http://id.loc.gov/authorities/names/n89649013 http://id.loc.gov/authorities/names/n89649014 |
author_facet | Chall, Jeanne S. (Jeanne Sternlicht), 1921-1999 Jacobs, Vicki A. Baldwin, Luke E. |
author_role | |
author_sort | Chall, Jeanne S. 1921-1999 |
author_variant | j s c js jsc |
building | Verbundindex |
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callnumber-first | L - Education |
callnumber-label | LB1576 |
callnumber-raw | LB1576 .C418 1990eb |
callnumber-search | LB1576 .C418 1990eb |
callnumber-sort | LB 41576 C418 41990EB |
callnumber-subject | LB - Theory and Practice of Education |
classification_rvk | DU 6000 DU 6002 |
collection | ZDB-4-EBA |
contents | Contents -- Preface -- Acknowledgments -- 1 Literacy and Language among Low-Income Children -- 2 The Children, Their Schools, and Their Families -- 3 Reading Development -- 4 Writting 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 Influenec 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' HandwritingAppendix B Samples of Expository Writing Representing Average Holistic Ratings and Production: Students' Handwriting -- References -- Index |
ctrlnum | (OCoLC)637794944 |
dewey-full | 372.6 |
dewey-hundreds | 300 - Social sciences |
dewey-ones | 372 - Primary education (Elementary education) |
dewey-raw | 372.6 |
dewey-search | 372.6 |
dewey-sort | 3372.6 |
dewey-tens | 370 - Education |
discipline | Pädagogik |
format | Electronic eBook |
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Digital Library Federation, December 2002.</subfield><subfield code="u">http://purl.oclc.org/DLF/benchrepro0212</subfield><subfield code="5">MiAaHDL</subfield></datafield><datafield tag="583" ind1="1" ind2=" "><subfield code="a">digitized</subfield><subfield code="c">2010</subfield><subfield code="h">HathiTrust Digital Library</subfield><subfield code="l">committed to preserve</subfield><subfield code="5">MiAaHDL</subfield><subfield code="2">pda</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Contents -- Preface -- Acknowledgments -- 1 Literacy and Language among Low-Income Children -- 2 The Children, Their Schools, and Their Families -- 3 Reading Development -- 4 Writting 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 Influenec on the Lower and Higher Grades -- 10 Where Do We Go from Here? -- Epilogue: Persistent Questions</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Appendix A Samples of Narrative Writing Representing Average Holistic Ratings and Production: Students' HandwritingAppendix B Samples of Expository Writing Representing Average Holistic Ratings and Production: Students' Handwriting -- References -- Index</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Children from low-income backgrounds often experience "fourth-year slump", despite the fact that their cognitive abilities may be consistent with the norm. This book examines the causes of this disparity and outlines an active role for the schools in remedying weaknesses in literacy development.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="b">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. 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indexdate | 2024-11-27T13:17:14Z |
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isbn | 9780674029354 0674029356 0674016041 9780674016040 |
language | English |
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spelling | Chall, Jeanne S. (Jeanne Sternlicht), 1921-1999. https://id.oclc.org/worldcat/entity/E39PBJpv6QpYFp9CgvmddDbjmd http://id.loc.gov/authorities/names/n50036145 The reading crisis : why poor children fall behind / Jeanne S. Chall, Vicki A. Jacobs, Luke E. Baldwin. Cambridge, Mass. : Harvard University Press, 1990. 1 online resource (xv, 191 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references (pages 176-183) and index. Use copy Restrictions unspecified MiAaHDL star Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010. MiAaHDL Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL digitized 2010 HathiTrust Digital Library committed to preserve MiAaHDL pda Print version record. Contents -- Preface -- Acknowledgments -- 1 Literacy and Language among Low-Income Children -- 2 The Children, Their Schools, and Their Families -- 3 Reading Development -- 4 Writting 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 Influenec 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' HandwritingAppendix B Samples of Expository Writing Representing Average Holistic Ratings and Production: Students' Handwriting -- References -- Index Children from low-income backgrounds often experience "fourth-year slump", despite the fact that their cognitive abilities may be consistent with the norm. This book examines the causes of this disparity and outlines an active role for the schools in remedying weaknesses in literacy development. 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. Language arts (Elementary) United States Evaluation. Reading (Elementary) United States Evaluation. Underachievers United States Evaluation. Children with social disabilities Education United States Evaluation. Literacy United States Evaluation. Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Educational Status https://id.nlm.nih.gov/mesh/D004522 Arts du langage (Primaire) États-Unis Évaluation. Lecture (Enseignement primaire) États-Unis Évaluation. Élèves sous-performants États-Unis Évaluation. Enfants socialement défavorisés Éducation États-Unis Évaluation. Alphabétisation. literacy. aat EDUCATION Elementary. bisacsh EDUCATION Higher. bisacsh Literacy fast Children with social disabilities Education Evaluation fast Language arts (Elementary) Evaluation fast Literacy Evaluation fast Reading (Elementary) Evaluation fast Underachievers Evaluation fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Kind gnd Leseunterricht gnd Unterprivilegierung gnd http://d-nb.info/gnd/4274816-1 USA gnd http://d-nb.info/gnd/4078704-7 Lecture (enseignement primaire) Évaluation. ram Enfants socialement défavorisés Éducation Évaluation. ram Children Literacy education Adolescents Literacy education Jacobs, Vicki A. http://id.loc.gov/authorities/names/n89649013 Baldwin, Luke E. http://id.loc.gov/authorities/names/n89649014 has work: The reading crisis (Text) https://id.oclc.org/worldcat/entity/E39PCGF4rcyGXpxGjR38RTMgKd https://id.oclc.org/worldcat/ontology/hasWork Print version: Chall, Jeanne S. (Jeanne Sternlicht), 1921-1999. Reading crisis. Cambridge, Mass. : Harvard University Press, 1990 (DLC) 89027202 (OCoLC)20422311 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=282729 Volltext |
spellingShingle | Chall, Jeanne S. (Jeanne Sternlicht), 1921-1999 The reading crisis : why poor children fall behind / Contents -- Preface -- Acknowledgments -- 1 Literacy and Language among Low-Income Children -- 2 The Children, Their Schools, and Their Families -- 3 Reading Development -- 4 Writting 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 Influenec 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' HandwritingAppendix B Samples of Expository Writing Representing Average Holistic Ratings and Production: Students' Handwriting -- References -- Index Language arts (Elementary) United States Evaluation. Reading (Elementary) United States Evaluation. Underachievers United States Evaluation. Children with social disabilities Education United States Evaluation. Literacy United States Evaluation. Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Educational Status https://id.nlm.nih.gov/mesh/D004522 Arts du langage (Primaire) États-Unis Évaluation. Lecture (Enseignement primaire) États-Unis Évaluation. Élèves sous-performants États-Unis Évaluation. Enfants socialement défavorisés Éducation États-Unis Évaluation. Alphabétisation. literacy. aat EDUCATION Elementary. bisacsh EDUCATION Higher. bisacsh Literacy fast Children with social disabilities Education Evaluation fast Language arts (Elementary) Evaluation fast Literacy Evaluation fast Reading (Elementary) Evaluation fast Underachievers Evaluation fast Kind gnd Leseunterricht gnd Unterprivilegierung gnd http://d-nb.info/gnd/4274816-1 Lecture (enseignement primaire) Évaluation. ram Enfants socialement défavorisés Éducation Évaluation. ram |
subject_GND | http://id.loc.gov/authorities/subjects/sh85077482 https://id.nlm.nih.gov/mesh/D004522 http://d-nb.info/gnd/4274816-1 http://d-nb.info/gnd/4078704-7 |
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_full | The reading crisis : why poor children fall behind / Jeanne S. Chall, Vicki A. Jacobs, Luke E. Baldwin. |
title_fullStr | The reading crisis : why poor children fall behind / Jeanne S. Chall, Vicki A. Jacobs, Luke E. Baldwin. |
title_full_unstemmed | The reading crisis : why poor children fall behind / Jeanne S. Chall, Vicki A. Jacobs, Luke E. Baldwin. |
title_short | The reading crisis : |
title_sort | reading crisis why poor children fall behind |
title_sub | why poor children fall behind / |
topic | Language arts (Elementary) United States Evaluation. Reading (Elementary) United States Evaluation. Underachievers United States Evaluation. Children with social disabilities Education United States Evaluation. Literacy United States Evaluation. Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Educational Status https://id.nlm.nih.gov/mesh/D004522 Arts du langage (Primaire) États-Unis Évaluation. Lecture (Enseignement primaire) États-Unis Évaluation. Élèves sous-performants États-Unis Évaluation. Enfants socialement défavorisés Éducation États-Unis Évaluation. Alphabétisation. literacy. aat EDUCATION Elementary. bisacsh EDUCATION Higher. bisacsh Literacy fast Children with social disabilities Education Evaluation fast Language arts (Elementary) Evaluation fast Literacy Evaluation fast Reading (Elementary) Evaluation fast Underachievers Evaluation fast Kind gnd Leseunterricht gnd Unterprivilegierung gnd http://d-nb.info/gnd/4274816-1 Lecture (enseignement primaire) Évaluation. ram Enfants socialement défavorisés Éducation Évaluation. ram |
topic_facet | Language arts (Elementary) United States Evaluation. Reading (Elementary) United States Evaluation. Underachievers United States Evaluation. Children with social disabilities Education United States Evaluation. Literacy United States Evaluation. Literacy. Educational Status Arts du langage (Primaire) États-Unis Évaluation. Lecture (Enseignement primaire) États-Unis Évaluation. Élèves sous-performants États-Unis Évaluation. Enfants socialement défavorisés Éducation États-Unis Évaluation. Alphabétisation. literacy. EDUCATION Elementary. EDUCATION Higher. Literacy Children with social disabilities Education Evaluation Language arts (Elementary) Evaluation Literacy Evaluation Reading (Elementary) Evaluation Underachievers Evaluation United States Kind Leseunterricht Unterprivilegierung USA Lecture (enseignement primaire) Évaluation. Enfants socialement défavorisés Éducation Évaluation. |
url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=282729 |
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