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Direct linkJeong, Jongseong; Gaffney, Janet S.; Choi, Jin-Oh – Research in the Teaching of English, 2010
A sharp increase in the proportion of informational text with the corresponding expansion of cognitive demands and conceptual structures is a widely held explanation for the decline in reading achievement at the fourth-grade level. In this study, differences in the proportion of informational text across the second, third, and fourth grades were…
Descriptors: Grade 2, Grade 3, Grade 4, Classrooms
