Abstract:
Previous research has documented a substantial decline of standardized test scores of children from
low-income backgrounds, relative to more advantaged peers, in later elementary grades, the so-called
‘‘fourth-grade slump.’’ This article examines changes in reading achievement from first to fifth grade
for students in a large urban school system with a high proportion of students from economically
deprived backgrounds. Students received first-grade reading instruction from Direct Instruction
(DI), Open Court, or a mixture of reading curricula. Results indicate that students in schools using
DI had significantly greater gains in both reading vocabulary and comprehension than students in the
two other settings and that their average levels of achievement in fifth grade were above the national
norms, thus countering the fourth-grade slump.