WorldCat Identities

Chall, Jeanne S. (Jeanne Sternlicht) 1921-1999

Works: 109 works in 324 publications in 1 language and 10,267 library holdings
Genres: Conference papers and proceedings  Abstracts 
Roles: Author, Editor, Creator
Publication Timeline
Most widely held works by Jeanne S Chall
The reading crisis : why poor children fall behind by Jeanne S Chall( Book )

26 editions published between 1990 and 2009 in English and held by 1,819 WorldCat member libraries worldwide

Using Jeanne Chall's widely applied model of reading development, this book examines the strengths and weaknesses in the reading, writing, and language development of children from low-income families to help identify the onset of their difficulties. The book shows how, in the transition from learning the medium to understanding the message, the demands on children's reading skills become significantly more complex. The book finds that lack of specific literacy skills--not cognitive factors--explains the deceleration in the reading and writing development of low-income children. Chapters in the book are: (1) Literacy and Language among Low-Income Children; (2) The Children, Their Schools, and Their Families; (3) Reading Development; (4) Writing Development; (5) Language Development; (6) Interrelations among Reading, Writing, and Language; (7) Classroom Instruction and Literacy Environments; (8) Home Influences on Literacy and Language; (9) Influences on the Lower and Higher Grades; and (10) Where Do We Go from Here? An epilogue addresses persistent questions based on the findings and offers recommendations. Contains 138 references. Appendixes present samples of narrative and expository writing representing average holistic ratings and production. (Rs)
Learning to read: the great debate; an inquiry into the science, art, and ideology of old and new methods of teaching children to read, 1910-1965 by Jeanne S Chall( Book )

28 editions published between 1965 and 1975 in English and held by 1,345 WorldCat member libraries worldwide

The academic achievement challenge : what really works in the classroom? by Jeanne S Chall( Book )

12 editions published between 2000 and 2002 in English and held by 1,138 WorldCat member libraries worldwide

"This volume addresses one of the central issues in education: how best to instruct our students. From the late Jeanne S. Chall, Professor of Education at Harvard University and a leading figures in American education, the book reviews and evaluates the many educational reforms and innovations that have been proposed and employed over the past century. Systematically analyzing a vast body of qualitative and quantitative research, Chall compares achievement rates that result from traditional, teacher-centered approaches with those resulting from progressive, student-centered methods. Her findings are striking and clear: that teacher-centered approaches result in higher achievement overall, with particular benefits for children of lower socioeconomic status and those with learning difficulties. Offering cogent recommendations for practice, the book makes a strong case for basing future education initiatives on a solid empirical foundation. In a new foreword to the paperback edition, Marilyn Jager Adams reflects on Chall's deep-rooted commitment to and enduring legacy in educating America's children."--Résumé de l'éditeur
Stages of reading development by Jeanne S Chall( Book )

14 editions published between 1983 and 1996 in English and Undetermined and held by 1,079 WorldCat member libraries worldwide

Education and the brain by Jeanne S Chall( Book )

20 editions published in 1978 in English and held by 855 WorldCat member libraries worldwide

The brain sciences and education is the topic for this yearbook volume, which is divided into five parts. Part one consists of an introduction to the brain sciences that is a primer on the neuroanatomy, neurochemistry, and neurophysiology of the brain. Part two contains chapters on some of the basic processes of the brain: attention, cognition, motivation, language, and cerebral lateralization. Part three deals with brain dysfunction and recoveries. In part four the brain is described as triune, consisting of a primal mind, and emotional mind, and a rational mind. A theory of stages of brain development is also proposed. Part five offers a conclusion that points to the major implications for education and calls attention to the central theme--the potential for the constructive influence of education on the growth and optimal development of the brain. (Jf)
Learning to read : the great debate by Jeanne S Chall( Book )

21 editions published between 1967 and 1996 in English and held by 594 WorldCat member libraries worldwide

Toward a literate society : the report of the Committee on Reading of the National Academy of Education with a series of papers commissioned by the committee by National Academy of Education( Book )

9 editions published between 1975 and 1976 in English and held by 523 WorldCat member libraries worldwide

Field guide containing color photographs, line drawings, distinquishing features, range maps, and textual descriptions for 300 species of wetland plants that occur in the northeastern U.S. Identification key and illustrated glossary are included
Should textbooks challenge students? : the case for easier or harder textbooks by Jeanne S Chall( Book )

9 editions published in 1991 in English and held by 471 WorldCat member libraries worldwide

Readability; an appraisal of research and application by Jeanne S Chall( Book )

15 editions published between 1952 and 2012 in English and held by 252 WorldCat member libraries worldwide

Reading and development : keynote address, twentieth annual convention, International Reading Association, New York City, 1975 by Jeanne S Chall( Book )

9 editions published between 1975 and 1976 in English and held by 252 WorldCat member libraries worldwide

In this address, the author examines the complex scope of reading achievement, instruction, and research in the United States. The discussion begins with a historical perspective, continues with views of the development of reading as a science and as a profession, and concludes with a discussion of current and future developments in the reading field. Finally, she states that in the future, emphasis should be placed less on stable structures and more on the maneuverability and flexibility of humans--teachers, clinicians, and children--who must make the adjustments to the unexpected turbulances and complexities of even the smallest classroom. (Jm)
Reading, 1967-1977 : a decade of change and promise by Jeanne S Chall( Book )

4 editions published in 1977 in English and held by 246 WorldCat member libraries worldwide

An overview of some of the important developments in the psychology and teaching of reading during the past ten years is presented in this booklet. Four developments that are characteristic of the decade are described in an introduction: reading and social conscience, growth in reading research, increase in interdisciplinary advisory committees, and growth in the professions of reading. Central issues during this period focused on how to teach the beginning reader, when to start instruction, concern for mature reading, reading and learning disabilities, early prediction and intervention, testing and evaluation, readability measurment, and environmental factors related to reading development. Each issue is discussed in a separate section; a bibliography completes the booklet. (KS)
Qualitative assessment of text difficulty : a practical guide for teachers and writers( Book )

5 editions published between 1996 and 2001 in English and held by 244 WorldCat member libraries worldwide

Readability revisited : the new Dale-Chall readability formula by Jeanne S Chall( Book )

3 editions published in 1995 in English and held by 237 WorldCat member libraries worldwide

In Readability Revisited, Dr. Jeanne Chall and the late Dr. Edgar Dale present an introduction and historical overview of the original Dale-Chall Readability Formula, its purposes and uses over nearly five decades, and its relation to other measures of readability. The second chapter of Readability Revisited presents the new, revised Dale-Chall Readability Formula which is based on a new set of criterion passages, an updated familiar word list, and better rules for measuring the two factors of word familiarity and sentence length. The authors have also simplified the instructions and computations required to apply the formula. Three worksheets included in the book combine the revised Dale-Chall formula with assessments of the cognitive and structural elements of the written material, the characteristics of the target readers, and their purpose for reading the material. Together, these provide a new and powerful tool for assessing the reading difficulty of written materials
Learning to read in the computer age by Anne Meyer( Book )

2 editions published in 1998 in English and held by 203 WorldCat member libraries worldwide

The computer and the Internet loom larger each year in the school lives of many children. Now software can present more complex materials for more complex reading tasks. This book acquaints the parent and teacher with the applicable computer function for a reading task and sample cutting edge software. Will be updated on authors' web page
Readings on language and literacy : essays in honor of Jeanne S. Chall( Book )

5 editions published in 1997 in English and held by 180 WorldCat member libraries worldwide

An analysis of textbooks in relation to declining SAT scores : prepared for the Advisory Panel on the Scholastic Aptitude Test Score Decline by Jeanne S Chall( Book )

4 editions published between 1900 and 1977 in English and held by 108 WorldCat member libraries worldwide

Reading selections from six Scholastic Aptitude Tests (sat) administered from 1947 to 1975 were analyzed to determine whether a decrease in the difficulty level of elementary and secondary textbooks, workbooks, and teachers' guides corresponded with the sat score decline. Various indices of reading difficulty and challenge were used. Readability analysis of the sat passages revealed generally decreasing difficulty from the stable years (1947 and 1955), through the pivotal year (1962), to the declining years (1967, 1972, and 1975). a possible gap between the difficulty of the sat passages and eleventh grade textbooks was indicated. The sat passages were the most difficult of any of the materials analyzed, with difficulty levels ranging from grades 11 to 15. The eleventh grade texts in history, literature, grammar, and composition had an average readability level of grades 9 to 10. There are signs of a recent increasing challenge in the textbooks, particularly at the elementary level; but in both elementary and secondary instructional materials, there has been particularly little change in writing activity. The assignments in reading, history, and literature textbooks generally require underlining, circling, and filling in of single words. Few assignments ask students to write a paragraph, story, letter, or theme. (Author/EVH)
Teaching and assessing phonics : why, what, when, how : a guide for teachers by Jeanne S Chall( Book )

3 editions published in 1996 in English and held by 86 WorldCat member libraries worldwide

The role of phonics in the teaching of reading : a position paper prepared for the Secretary of Education by Jeanne S Chall( Book )

2 editions published in 1989 in English and held by 80 WorldCat member libraries worldwide

Phonics has been taught from the time of the ancient Greeks to make the written language more accessible. The first task of learning to read is learning to recognize in print the language used in speech. As a result of many studies conducted during the 1960s which demonstrated the effectiveness of phonics, its use as an instructional method increased during the 1970s. a synthesis of the research evidence of 1910 to 1965, an update to 1983, a review of recent research and theory, and evidence from the National Assessment of Educational Progress all point to the first importance of teaching children how to decode words. The research demonstrates the importance of awareness of how words are segmented into syllables and phonemes, and how they map to letters, word parts, and words. Schools of education and educational publishers should embrace "what works" and avoid programs based on shaky assumptions with little evidence of success. Furthermore, the federal government should support the development of tests that can disentangle different aspects of reading from one another, as part of a quest for the best instructional methods. Such tests can also help educators understand individual differences in reading at all levels. (Sixty-two references are attached.) (Sg)
A study in depth of first grade reading; an analysis of the interactions of professed methods, teacher implementation and child background by Jeanne S Chall( Book )

7 editions published in 1966 in English and held by 76 WorldCat member libraries worldwide

The primary investigation concerned the effect of teacher characteristics, style, and interpretation of reading method on pupil reading achievement scores both in January and June in the first-grade year. An analysis of variance design was used. Fourteen teachers completed a questionnaire designed to distinguish two basic kinds of beginning reading instruction emphasis--(1) "decoding" (oral reading and sound-symbol) or (2) "meaning" (silent reading and interpretation). Equal numbers of meaning and sound-symbol emphasis teachers were represented in the sample, as well as experienced and inexperienced teachers within each emphasis. Their activities were then studied in 12 classes for one school year, following the reading programs each had used previously. Principal data were collected from ratings of teacher characteristics and practices in the classroom and from batteries of readiness and achievement tests given to pupils at the beginning and end of the school year, respectively. The study supported in a preliminary way (because of the limited sample and amount of analysis) the observation that teacher characteristics and the ways in which teachers implement a given method do make a difference in the reading achievement of their pupils. There was also some evidence that a thinking approach to learning, a sound-symbol emphasis within a basal reader approach, the use of the appropriate difficulty level of lessons relate positively to reading achievement. (wn)
A formula for predicting readability by Edgar Dale( Book )

6 editions published between 1948 and 1977 in English and held by 60 WorldCat member libraries worldwide

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The academic achievement challenge : what really works in the classroom?
The academic achievement challenge : what really works in the classroom?Stages of reading developmentLearning to read : the great debateReadability revisited : the new Dale-Chall readability formulaLearning to read in the computer ageReadings on language and literacy : essays in honor of Jeanne S. ChallTeaching and assessing phonics : why, what, when, how : a guide for teachers
Alternative Names
Chall, Jeanne S.

Chall, Jeanne S. 1921-

Chall, Jeanne S. 1921-1999

Chall, Jeanne S. (Jeanne Sternlicht), 1921-

Chall, Jeanne Sternlicht 1921-

Chall, Jeanne Sternlicht, 1921-1999

Jeanne Chall American educator

Jeanne Chall Amerikaans pyschologe (1921-1999)

Jeanne Chall educadora estadounidense

Jeanne Chall éducatrice américaine

Jeanne Chall psicóloga estauxunidense (1921–1999)

Sternlicht Chall, Jeanne.

Sternlicht Chall, Jeanne 1921-1999

ג'ין צ'ול מחנכת אמריקאית

English (209)