ERIC Number: ED232135
Record Type: RIE
Publication Date: 1983-Apr-11
Reference Count: 0
Literacy: Trends and Explanations.
Chall, Jeanne S.
Broad literacy trends among elementary, high school, and college students can be determined from various reports from the National Assessment of Education Progress, standardized achievement scores, and the verbal scores on the SAT. When these scores are analyzed for the decade of the 1970s, one finds different trends for different age groups, with the younger children making greater gains over the 10 year period than the older. Several hypotheses for the different trends for the different groups are that reading is taught better in the early grades and less well in the upper elementary and high school years, that knowledge about early reading is greater than knowledge about later reading, and that the gains and losses in reading achievement reflect the changes in reading instruction that began in the late 1960s and have been continuing in the 1970s and the early 1980s. Developmental differences may also account for differences among scores. When there are improvements or declines in literacy over time, it is well to look at what and how students were taught, not only at the time the decline is observed, but over time. Literacy research seems to be ready for a better balancing of the theoretical with the problem oriented, particularly for the poor, minorities, dyslexics, bilinguals, and the many others who are poorly prepared by their early experience. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Award Address presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).