Reading Comprehension Requires Knowledge— of Words and the World Scientific Insights into the Fourth-Grade Slump and the Nation's Stagnant Comprehension Scores

By By E. D. Hirsch. 2003

486 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0d6b91dea1da6694399ad0d6fdaaddc387ff545b

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Citations in the corpus

Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers. (2010, background): ““Vocabulary learning is an essential component of early literacy achievement” (Roskos et al. 2008, 49), one at the heart of oral language mastery and of reading comprehension (Hirsch 2003).”
The Simple View of Reading: Assessment and Intervention (2006, background): “The importance of background or “world” knowledge on reading comprehension has also been recently promoted in the literature (Hirsch, 2003; Kamhi, 2005).”
The Impact of Early Maternal Verbal Scaffolding and Child Language Abilities on Later Decoding and Reading Comprehension Skills. (2006, background): “By about the 4th grade, children are expected to have mastered basic decoding and to be moving towards enhanced comprehension of print in order to bread to learnQ (Hirsch, 2003).”
Improving Question Answering by Commonsense-Based Pre-Training (2018, unknown): “We believe that understanding and answering the question requires knowledge of both words and the world (Hirsch 2003).”
Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades (2005, background): “As Hirsch (2003) noted, “If we don’t know the domain, we can’t construct a meaningful model of what’s being said” (p.”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “In short, a strong vocabulary base is associated with reading performance (Biemiller, 2006; Hirsch, 2003).”
Evidence–Based Strategies for Reading Instruction of Older Students with Learning Disabilities (2008, background): “Further, the school-related textbooks that they are required to read often fail to provide legitimate opportunities for vocabulary learning ( Hirsch, 2003 ).”
The Language Demands of Science Reading in Middle School (2006, background): “…skills/strategies currently being emphasized in comprehension instruction (e.g., predicting, making connections, visualizing, inferencing) are the ones that students have typically acquired during childhood years (Hirsch, 2003) and seem to have no trouble using in their everyday lifeworld.”