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12

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The solution is to start early and build word and world knowledge, so the kids can put it in context.

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More exposure to more words as early as posssible

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More exposure to more words as early as posssible

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Devote more time to language arts. Diet rich in protein

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combine early instruction in the procedures of literacy withearly instruction in the content of literacy

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combine early instruction in the procedures of literacy withearly instruction in the content of literacy

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systematically build word and world knowledge - read-alouds, core knowledge, topic immersion. formal comprehension skills a little bit but not much

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They had sufficient programs teaching children to decode fluently, but they lacked programs aimed to teach children to comprehend texts.

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The difference is between decoding the word (identifying it) and comprehending (understanding it).

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The difference is between decoding the word (identifying it) and comprehending (understanding it).

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from old decoding model to new deep understanding model

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Reading is the technical decoding of a word. Reading comprehension is understanding the words that are read.

Fluency vocabulary and knowledge are the skills necessary to comprehend

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Adi/Elizabeth Reading vs Reading Comprehension

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Adi/Elizabeth Reading vs Reading Comprehension

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Reading is decoding, it does not indicate the level of understanding of the contents of the text. Reading comprehension implies, understand of what you are reading

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the diff between reading and reading comprehension is to be able to read (not necessarily understand it all) vs. comprehend is to  be able to form your own ideas around it based on context. 

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the diff between reading and reading comprehension is to be able to read (not necessarily understand it all) vs. comprehend is to  be able to form your own ideas around it based on context. 

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Dorit

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The tests for first, second and third grade examine basic reading skills, such as encoding. The tests in the fourth grade measure the full extent of vocabulary.

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a  decline in the reading ability between the 3rd-4th grade which gradually continues in low income family students

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a  decline in the reading ability between the 3rd-4th grade which gradually continues in low income family students

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Sudden drop off betwen 3rd and 4rth grade low income students.
The gap shows on 4th grade, because the tests used on earlier grades is heavily focused on learning skills. It does not focus on full extent of vocabulary. The gap was there all the time. The test did not test i

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The slump in testing scores between 3rd and 4th grade students is due to the difference in tests given between 3rd and 4th grade- specifically introduction of vocabulary tests. Poor children consistently would score poorer on vocabulary - if the tests given before 4th grade- tested for that.

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It's the sudden decline in reading proficiency in low-income kids in the 3rd-5th grade.

The difference between reading and reading comprehension is the ability to decode the meaning of the language.

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Fourth-grade slump: a decline in reading comprehension test acheivements for students of lower income.

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Fourth-grade slump: a decline in reading comprehension test acheivements for students of lower income.

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hello

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hi

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Roy

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The “slump” is used to describe the apparently sudden drop-off between third and fourth grade in the reading scores of low-income students. The fourth grade, low-income students’ scores began a steady drop that grew steeper as the students moved into the higher grades.

This drop-off as apparently sudden because there is now good evidence that it is there, unmeasured, in earlier grades.

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struggling with tackling more advanced academic texts.
a bigger slump will be seen in poor kids. why? it is when we start "reading comprehension tasks" the only test that is really checking advanced texts, with higher level skills
reading= decoding, reading comprehension= understanding the decoded materials.
One way we overcome this limitation of working:
memory while reading is by learning how to make a rapid,
automatic deployment of underlying reading processes so
that they become fast and unconscious, leaving the conscious mind (i.e., the working memory) free to think about what a text means.

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1. The sudden drop of between 3rd & 4th grade in the reading scores of low income students.
2. the reason- "A large language gap- not just a reading gap- between advantaged and dis advantaged studants exists .."
3. Reading knoladgeis just a technical skill. Reading comprehensions is the skill of reading and understanding the text.
4. The problem mwas that children did not have enough reading comp. because they did not spend enough time...

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The 4th grade slump is a sudden drop-off between third and fourth grade in the reading scores of low-income students. this drop of is