The Reading Crisis

Chall, Jeanne S.; Jacobs, Vicki A.; Baldwin, Luke E.

doi:10.4159/9780674029354

Cited by 346 publications

(20 citation statements)

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“…A third instructional implication involves the value of teaching a learning strategy to enhance students' expressive vocabulary. Older students are thought to learn the bulk of new words through reading (Chall et. al., 1990), and much of this is conducted silently.…”

Section: Discussionmentioning

confidence: 99%

“…However, the variation in vocabulary growth among children is great. One factor contributing to this variation is the well-documented disparity between vocabularies of advantaged and disadvantaged populations (Chall, Jacobs, & Baldwin, 1990; Hart & Risley, 1995; Snow, Burns, & Griffin, 1998). Findings reveal that children who come to school with limited vocabularies never catch up to their higher quartile peers (Biemiller, 2001).…”

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confidence: 99%

“…In fact, students who are below average in their vocabularies and reading ability experience a reading slump in Grade 4, when subject matter texts become increasingly abstract and complex. This slump worsens in seventh grade and beyond, when knowledge of word meanings becomes crucial to academic success (Chall et al, 1990). Thus, there is a clear need for better methods of building students' vocabularies in school.…”

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confidence: 99%

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The mnemonic value of orthography for vocabulary learning.

Rosenthal¹,

Ehri²

2008

Journal of Educational Psychology

125

155

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In 2 experiments, the authors examined whether spellings improve students' memory for pronunciations and meanings of new vocabulary words. Lower socioeconomic status minority 2nd graders (M ϭ 7 years 7 months; n ϭ 20) and 5th graders (M ϭ 10 years 11 months; n ϭ 32) were taught 2 sets of unfamiliar nouns and their meanings over several learning trials. The words were defined, depicted, and embedded in sentences. During study periods, students were shown written forms of 1 set but not the other set. Spellings were not present during word recall. Results of analyses of variance showed that spellings enhanced memory for pronunciations and meanings compared to no spellings ( ps Ͻ .01). Better readers and spellers increasingly outdistanced poorer readers and spellers in remembering pronunciations over trials when spellings accompanied learning ( p Ͻ .05), suggesting a Matthew effect. An explanation is that spellings activated graphophonemic connections to better secure pronunciations and meanings in memory. Results indicate that orthographic knowledge benefited vocabulary learning and diminished dependence on phonological memory. Instructional implications are that teachers should include written words as part of vocabulary instruction and that students should pronounce spellings as well as determine meanings when they encounter new vocabulary words.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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The mnemonic value of orthography for vocabulary learning.

Rosenthal¹,

Ehri²

2008

Journal of Educational Psychology

125

155

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“…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, 1980, 1984).…”

Section: Stages Of Reading Developmentmentioning

confidence: 99%

Fluency: A review of developmental and remedial practices.

Kühn¹,

Stahl²

2003

Journal of Educational Psychology

717

645

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The authors review theory and research relating to fluency instruction and development. They surveyed the range of definitions for fluency, primary features of fluent reading, and studies that have attempted to improve the fluency of struggling readers. They found that (a) fluency instruction is generally effective, although it is unclear whether this is because of specific instructional features or because it involves children in reading increased amounts of text; (b) assisted approaches seem to be more effective than unassisted approaches; (c) repetitive approaches do not seem to hold a clear advantage over nonrepetitive approaches; and (d) effective fluency instruction moves beyond automatic word recognition to include rhythm and expression, or what linguists refer to as the prosodic features of language.

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“…Se espera encontrar diferencias en la contribución de las diferentes FEs a la comprensión de cada tipo de texto, vinculadas a diferencias en las demandas de procesamiento en cada caso. El rango de edades de la muestra estudiada se eligió para abarcar el segundo ciclo de escolaridad primaria, incluyendo el cuarto grado, donde se inicia la transición del proceso de "aprender a leer" a "leer para aprender" (Chall, 1983;Chall et al, 1990).…”

Section: Objetivos E Hipótesisunclassified

Efectos de las dificultades en el funcionamiento ejecutivo sobre la comprensión de textos en niños de primaria

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La comprensión de textos es una habilidad que resulta esencial para el aprendizaje a lo largo de la vida. Al tratarse de una habilidad compleja, son distintos los factores que contribuyen a que los niños sean capaces de comprender lo que leen. Entre los procesos cognitivos que contribuyen al éxito en la comprensión de un texto, se han destacado las funciones ejecutivas (memoria de trabajo, inhibición y flexibilidad cognitiva). Sin embargo, aún resta esclarecer la contribución diferencial de cada proceso ejecutivo a la comprensión de distintos tipos textuales, así como la incidencia de dificultades en el funcionamiento ejecutivo en la comprensión del texto. Por tanto, el objetivo del presente trabajo es aportar evidencia al estudio de la relación entre las funciones ejecutivas y la comprensión de textos expositivos y narrativos en una muestra de niños y niñas argentinas de escolaridad primaria. Los resultados revelaron mejores desempeños en el texto narrativo en comparación con el expositivo, a la vez que mejoras en el desempeño asociadas a la edad. Con respecto al funcionamiento ejecutivo, no se halló una contribución de la inhibición ni de la flexibilidad cognitiva al desempeño en comprensión de textos, sin embargo, las dificultades en memoria de trabajo se presentaron como un predictor potente de diferencias en comprensión. Se discuten los resultados en función de la literatura previa, así como las implicancias de los mismos para los ámbitos educativo y clínico.

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The Reading Crisis

Cited by 346 publications

References 0 publications

The mnemonic value of orthography for vocabulary learning.

The mnemonic value of orthography for vocabulary learning.

Fluency: A review of developmental and remedial practices.

Efectos de las dificultades en el funcionamiento ejecutivo sobre la comprensión de textos en niños de primaria

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