The Reading Crisis: Why Poor Children Fall Behind.

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

doi:10.2307/2295374

Cited by 8 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Rist (1970Rist ( /2000 referred to this outcome as a "self-fulfilling prophecy" for these children. other investigations (Chall, Jacobs, & Baldwin, 1990;Entwisle et al, 1988), it was found that a teacher's expectations for his or her African-American students affected the extent to which the students were challenged, called upon in class, and pressed for answers. African-American children for whom teachers expressed high expectations performed better when learning to read and general classroom performance was improved.…”

Section: Low Teacher Expectationsmentioning

confidence: 97%

Early Literacy Skills in African‐American Children: Research Considerations

Washington

2001

Learn Disabil Res Pract

View full text Add to dashboard Cite

show abstract

Section: Low Teacher Expectationsmentioning

confidence: 97%

Early Literacy Skills in African‐American Children: Research Considerations

Washington

2001

Learn Disabil Res Pract

View full text Add to dashboard Cite

show abstract

“…Experts agree that acceptable levels of comprehension occur when the reader knows at least 90 to 95 percent of the words in the text (Hirsch, 2003). In fact, many researchers hypothesize that the "fourth-grade slump," a sharp decline in reading scores which tends to occur between the third and fourth grades, particularly for low-income students, is actually the result of significant deficits in these students' vocabularies (Chall, Jacobs, & Baldwin, 1990). Usually, during the third to fourth grades, reading assessments move away from evaluating early reading skills (e.g., decoding, fluency) and, instead, measure reading comprehension to a much greater degree than in previous grades.…”

mentioning

confidence: 99%

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

Pullen

Tuckwiller

Konold

et al. 2010

Learn Disabil Res Pract

View full text Add to dashboard Cite

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.

show abstract

Section: The Role Of Vocabulary In Beginning Readingmentioning

confidence: 99%

Implementing Intensive Vocabulary Instruction for Students At Risk for Reading Disability

Pullen

Tuckwiller

Ashworth

et al. 2011

Learning Disabilities Research &Amp; Practice

View full text Add to dashboard Cite

Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and analyses of the extant literature on teaching reading, perhaps spurred by these debates, we know more now than we ever have about how to teach basic reading skills. However, there is still much work to be done in order to determine which instructional practices are the most effective ways in which to teach children to read. The need for more research focusing on best instructional practices is exacerbated by the well-documented gap between research. Literacy rates among this nation's students have consistently missed the mark over the years. The 2009 Nation's Report Card shows that 33 percent of students are reading below the basic level of achievement as measured by the National Assessment of Education Progress (NAEP). Likewise, only 33 percent of our nation's fourth graders are achieving at the proficient (25 percent) or advanced (8 percent) levels on the NAEP. Our purpose in this article is to begin to bridge the research-to-practice gap by translating recent research in beginning reading to help teachers to more easily implement effective practices in their classrooms. In particular, our focus is on effective use of vocabulary instruction. Several researchers have begun to examine the important role of vocabulary in beginning reading and to determine the best ways to teach vocabulary to children at risk for reading failure. We begin with an explanation of the role of vocabulary in beginning reading and describe recent intervention research in this area. We conclude with a detailed description of the interventions we used in our research so that teachers may create their own vocabulary lessons that best meet the needs of their students.

show abstract

The Reading Crisis: Why Poor Children Fall Behind.

Cited by 8 publications

References 0 publications

Early Literacy Skills in African‐American Children: Research Considerations

Early Literacy Skills in African‐American Children: Research Considerations

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

Implementing Intensive Vocabulary Instruction for Students At Risk for Reading Disability

Contact Info

Product

Resources

About