Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading

Autor/inn/en	Terry, Nicole Patton; Gatlin-Nash, Brandy; Webb, Mi-Young; Summy, S. Rebecca; Raines, Rhonda
Titel	Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading
Quelle	In: Elementary School Journal, 123 (2023) 3, S.414-436 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/723371
Schlagwörter	Elementary School Students; Blacks; African American Students; Grade 1; Grade 4; Reading Skills; Grade 2; Grade 3; Word Recognition; Reading Comprehension; Achievement Gains; Oral Language; Low Income Students + Suchen Sie Ihr Suchwort? Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Reading skill; Lesefertigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Worterkennung; Leseverstehen; Achievement gain; Leistungssteigerung; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Nearly 30 years ago, Chall, Jacobs, and Baldwin introduced the fourth-grade slump to describe the unexpected deceleration of reading skills between first and fourth grades among children growing up in poverty and low-income households. Advances in our understanding of reading development and how race, racism, or other forms of discrimination are implicated in student achievement encourage another look at the slump among Black children. We reexamined the slump in a cross-sectional, heterogeneous sample (n = 757) of typically developing, Black children (ages 6-11 years old), most of whom were growing up in low-income households. As in the original study, we observed a downward trend in word reading and reading comprehension skills between first and fourth grades. However, unlike the original study, children demonstrated relatively weaker performance on oral language measures at each grade level. Implications for studying oral language and reading in Black children are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01