Poor Children's Fourth-Grade Slump.

By J. Chall, Vicki A. Jacobs. 2003

419 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5afd8dee5550f0e832acbe274b0084418fc4d816

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility (2010, background): “Research shows that the reading skills of low-income children decline steeply in the upper elementary grades when the focus of reading shifts from decoding to higher-level comprehension (Chall & Jacobs, 2003).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “That is, children with more developed vocabularies are less likely to fall behind their peers with less developed vocabularies in reading ability and comprehension (Chall & Jacobs, 2003).”
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools (2010, background): “…among older struggling readers, whether language minority learners or native English speakers (e.g., Bailey, 2006; Biancarosa & Snow, 2006; Chall & Jacobs, 2003; Fillmore, 1982; National Institute of Child Health and Human Development [NICHD], 2000; RAND Reading Study Group, 2002; Stahl &…”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “By fourth grade, children with limited vocabulary knowledge are likely to “slump” in reading comprehension (Chall & Jacobs, 2003) and will often continue to struggle as readers throughout their schooling (Catts, Adlof, & Weismer, 2006; Cunningham & Stanovich, 1997; Stanovich, 1986), indicating the…”
Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom (2007, background): “…what many teachers know—students who reach fourth grade with limited vocabularies are very likely to struggle to understand grade-level texts (e.g., Chall & Jacobs, 2003; National Institute of Child Health and Human Development, 2000; RAND Reading Study Group, 2002; Biancarosa & Snow, 2004).”
Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis (2019, background): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. (i.e., fourth grade) and many other countries (Chall & Jacobs, 2003).”
Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, background): “As such, even if children can decode (i.e., sound out or say) words, those with limited knowledge and vocabulary are likely to “slump” in comprehension and struggle to learn from texts in the long term (Chall & Jacobs, 2003).”