Evidence suggests that reading comprehension is rapidly declining among third and fourth grade pupils from low-income homes. "It is discouraging that we still have to overcome the "fourth grade dip" in reading comprehension," Hirsch writes. We've discovered that, while the vast majority of our youngest readers can handle simple texts, many pupils from low-income homes fail to understand more sophisticated academic materials" (Hirsch 10). The readings emphasize on the fourth grade slump because at this level, these low income students are taught complex subjects by use of content-specific vocabulary that do not resonate with their backgrounds. In Chapter 2 of the book, the author explores the importance of understanding the influences of comprehension outcomes in three contexts namely: Text, task and reader. This conceptual model is based on the RAND (reading Study Group) approach. The ‘text’ encompasses use of underlying knowledge structures as well as the words that students read. On the other hand, the ‘task’ entails deepness of the subject, purpose of the reading and motivation derived from the reading. Lastly, background knowledge of the subject is imperative in understanding reading because it enhances the deepest level of comprehension (Hirsch 24). Therefore, understanding the variables and factors that influence comprehension will go a long in ensuring that this problem is solved.
Findings show that low-income children in grade 1 and grade 2 score above nationwide average, but on graduating to the fourth and fifth grade, a steady drop is noted. Hirsch justifies his rich message through scientific analysis of the issue. Useful propositions to solve the problem are pegged to three principles namely fluency, breadth of vocabulary and domain knowledge. Fluency allows a child’s mind to concentrate comprehension. There is a correlation between how fast a student reads the text and how well the comprehend it (Hirsch 11). Domain knowledge broadens vocabulary and enhances deeper comprehension. This concept ensures that readers tend to make sense of the combination of words and how they can be merged with other multiple words and sentences. Thirdly breadth of vocabulary facilitates deeper and further learning. The principle enhances the student’s ability to understand complex theories.
Simirlaly, Munger’s and Murray’s article titled Text Complexity and Deliberate Practice emphasizes on the importance of text complexity, importance of concept of deliberate practice, how to measure ability and their possible remedies. Renewed scientific attention to this problem by the U.S. Department of Education is likely to help in solving the issue. The CCSS model classifies important components of text comprehension as quantitative, qualitative and reader-task considerations (Munger & Murray 100). Quantitative measures are useful in evaluating complexity of text and they recommend that students need to read texts gradually (from one grade to another). Qualitative measures ensures simplicity and use of vernacular in understanding readings. Reader-task considerations focus on improving student motivation, verbal reasoning and English language proficiency (Munger and Murray 106)
Cultural differences play a role in comprehension. For instance, Latino culture focuses on the dynamic of emotions and family connections as compared to Whites who focus on action sequences. In the U.S. majority of the disadvantage population are from the minority groups (largely comprising of Latino and the African American race). From young ages, reading is much more than deciphering because the background matters. Most of the guardians in low-income households do not have time and resources to teach their children basic language proficiency. Therefore, the proposed solution is to put an emphasis on good use of school time, cross-culture syllabus that cater for disadvantaged children and encouragement of out-of-school learning (Hirsch 28).
Works Cited
Hirsch, Donald. Reading Comprehension Requires Knowledge of Worlds and the World. American Educator. 2003.
Munger, Kristen and Murray, Maria. Text Complexity and Deliberate Practice: Common Cores of Learning. State University of New York. 2014.
