LEADER 04583nam 2200685 a 450 001 9910778539603321 005 20230913215327.0 010 $a0-674-02935-6 024 7 $a10.4159/9780674029354 035 $a(CKB)1000000000816000 035 $a(StDuBDS)AH21620392 035 $a(SSID)ssj0000342144 035 $a(PQKBManifestationID)12084402 035 $a(PQKBTitleCode)TC0000342144 035 $a(PQKBWorkID)10269967 035 $a(PQKB)10793068 035 $a(MiAaPQ)EBC3300857 035 $a(Au-PeEL)EBL3300857 035 $a(CaPaEBR)ebr10402521 035 $a(OCoLC)923116603 035 $a(DE-B1597)574626 035 $a(DE-B1597)9780674029354 035 $a(EXLCZ)991000000000816000 100 $a20100825e19911990 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe reading crisis $ewhy poor children fall behind /$fJeanne S. Chall, Vicki A. Jacobs, Luke E. Baldwin 205 $a1st Harvard University Press pbk. ed. 210 $aCambridge, Mass. $cHarvard University Press$d1991 215 $a1 online resource (xv, 191 pages) $cillustrations 300 $aOriginally published: 1990. 311 0 $a0-674-74884-0 311 0 $a0-674-74885-9 320 $aIncludes bibliographical references (p. [176]-183) and index. 327 $aPreface 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 330 $bHow 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. 606 $aLanguage arts (Elementary)$zUnited States$xEvaluation 606 $aReading (Elementary)$zUnited States$xEvaluation 606 $aUnderachievers$zUnited States$xEvaluation 606 $aChildren with social disabilities$xEducation$zUnited States$xEvaluation 606 $aLiteracy$zUnited States$xEvaluation 615 0$aLanguage arts (Elementary)$xEvaluation. 615 0$aReading (Elementary)$xEvaluation. 615 0$aUnderachievers$xEvaluation. 615 0$aChildren with social disabilities$xEducation$xEvaluation. 615 0$aLiteracy$xEvaluation. 676 $a372.6 700 $aChall$b Jeanne S$g(Jeanne Sternlicht),$f1921-1999.$01566962 701 $aJacobs$b Vicki A$01566963 701 $aBaldwin$b Luke E$01566964 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778539603321 996 $aThe reading crisis$93838007 997 $aUNINA