Bypassing the slump

Jackson fourth-grader Austin Clark doesn't see himself in a reading slump. Neither does his teacher.

Austin, 10, says reading is fun in his class at West Lane Elementary School. Reading games are part of the curriculum, and students have a choice of classroom books to read.

"I like reading," he said.

But nationwide, some principals, teachers and reading experts say 9- and 10-year-olds suffer from what they call the "fourth-grade slump."

"There is a sense that there are a group of children who did well in the primary grades who struggle academically when they reach about fourth grade, particularly with regard to reading," said Timothy Shanahan, president of the International Reading Association.

Fourth-grade students reacted at the same time when they had figured the correct word during a word game at West lane Elementary School in Jackson. From front to back were Allison Kester, Dante Vandeven, Josie Dittlinger and Dylan Barnes. (Diane L. Wilson)

A 2006 national survey by Scholastic Inc. found that 40 percent of elementary school children read daily through third grade. In fourth grade, the rate declined to 29 percent.

Some educators believe fourth-graders lose interest in reading because they are distracted by video games, organized sports and other after-school activities.

Others point to the fact that by fourth grade, students are having to adjust from learning to read to reading to learn. Textbooks are more difficult. Students have to do more than read sentences. They have to comprehend the meaning of each paragraph.

At Cape Girardeau's Franklin Elementary School, principal Rhonda Dunham acknowledges fourth-graders are more involved in youth sports and other activities outside of school. But she doesn't believe fourth-graders go through a reading slump.

Pat Fanger, assistant superintendent for the Cape Girardeau School District, said some students may go through their own personal reading slumps. But across the grade, she said, the district has seen no sign of a slump.

Travis Huffman and his fourth-grade classmates read books of their choice at West Lane Elementary School in Jackson.

Cape Girardeau and Jackson school administrators and teachers insist their schools have avoided the fourth-grade slump by implementing teaching programs and strategies that spark student interest in reading.

"We do allow children to pick a book within their reading range and enjoy it," Fanger said. "You never want to discourage them from reading something that interests them."

Dr. Rita Fisher, assistant superintendent for instruction in the Jackson School District, said the district focus on reading begins in kindergarten. The goal, she said, is to create a love of reading that will make the students lifetime readers.

In fourth grade, teachers use a "four-block" system that involves teacher-guided reading, self-selected reading, writing and working with words, said West Lane Elementary School principal Cynthia Matthew.

Working with words involves phonics and spelling. "We don't teach it by rote. We teach it in context," she said.

For the self-selected reading, students can choose from a range of books that meet their interests.

The teachers work with the students in groups and individually.

Fourth-graders learn about sentence and story structures. "They are learning how to read through the writing process," Matthew said.

In fourth-grade classes, teachers also select books at various reading levels that are connected in some way, such as by author, genre or topic.

That way, students can read books more suitable to their reading abilities. Such a framework helps keep all students interested in reading, she said. As a result, Matthew said, students improve their reading skills.

Jackson fourth-graders read every day in class as part of the curriculum, she said.

The fourth-grade teachers and Matthew meet weekly to discuss what teaching strategies worked or didn't work with their students and share suggestions to improve classroom instruction.

Fourth-grade teacher Jenny Dunham has books and magazines for her students to read. Her students also read online in her classroom, which is outfitted with a computer on each desk.

Fellow fourth-grade teacher Chris Ludwig hasn't detected any reading slump. "We don't really see that," she said as she worked individually with one student while the rest of the students in her class quietly read books.

"I like reading," said Travis Huffman, 9, as he read a paperback Harry Potter novel. "It is something you can do rather than watch TV all day."

"It can help you get smart," he added.

The Cape Girardeau School District has four literacy coaches in the elementary schools who help mentor classroom instructors on effective ways to teach reading. Central Middle School has two reading coaches who assist the teachers but also work directly with some students. All of the coaches are funded with federal dollars.

Within the past several years, the district also implemented a "balanced literacy" program that begins in kindergarten and extends through sixth grade. It focuses on a "balance" of reading and writing, and emphasizes reading comprehension.

"In the past we have focused so much more on reading," said Theresa Hinkebein, curriculum coordinator for the Cape Girardeau public schools. "Writing is hard to teach."

But Hinkebein said it makes sense for schools to emphasize both reading and writing. "You want your students to be writing on the same level that they are reading," she said.

In the 2005-2006 school year, the percentage of students in kindergarten through fourth grade combined who read at or above grade level increased from 75 percent to 84 percent over the course of the school year, officials said.

Fourth-graders saw the biggest improvement.

A fall 2005 reading assessment in the Cape Girardeau School District's elementary schools found that 45 percent of fourth-graders were reading at or above grade level. But when the test was administered again in the spring of 2006, scores showed that 79 percent of fourth-graders were reading at or above grade level.

Hinkebein credits the district's reading and writing programs, including the use of literacy coaches, for the in-school-year improvement.

"I definitely think it has been successful," she said.

mbliss@semissourian.com

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