04583nam 2200685 a 450 991081506070332120230913215327.00-674-02935-610.4159/9780674029354(CKB)1000000000816000(StDuBDS)AH21620392(SSID)ssj0000342144(PQKBManifestationID)12084402(PQKBTitleCode)TC0000342144(PQKBWorkID)10269967(PQKB)10793068(MiAaPQ)EBC3300857(Au-PeEL)EBL3300857(CaPaEBR)ebr10402521(OCoLC)923116603(DE-B1597)574626(DE-B1597)9780674029354(EXLCZ)99100000000081600020100825e19911990 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierThe reading crisis why poor children fall behind /Jeanne S. Chall, Vicki A. Jacobs, Luke E. Baldwin1st Harvard University Press pbk. ed.Cambridge, Mass. Harvard University Press19911 online resource (xv, 191 pages) illustrationsOriginally published: 1990.0-674-74884-0 0-674-74885-9 Includes bibliographical references (p. [176]-183) and index.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 IndexHow 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 StatesEvaluationReading (Elementary)United StatesEvaluationUnderachieversUnited StatesEvaluationChildren with social disabilitiesEducationUnited StatesEvaluationLiteracyUnited StatesEvaluationLanguage arts (Elementary)Evaluation.Reading (Elementary)Evaluation.UnderachieversEvaluation.Children with social disabilitiesEducationEvaluation.LiteracyEvaluation.372.6Chall Jeanne S(Jeanne Sternlicht),1921-1999.1608363Jacobs Vicki A1608364Baldwin Luke E1608365MiAaPQMiAaPQMiAaPQBOOK9910815060703321The reading crisis3935051UNINA