"He Was Fine Until Third or Fourth Grade"
Some children read well enough early on and fall behind later, around grades 3 to 4 or after. Two US studies found such children (Catts and colleagues, 2012; Leach and colleagues, 2003). In our view, take later reading trouble seriously. Ask that a reading evaluation look at understanding and spoken language, not only words.
TL;DR
- Some children read well enough early on and fall behind later, around grades 3 to 4 or after. Two US studies found such children (Catts and colleagues, 2012; Leach and colleagues, 2003).
- One US study followed children from kindergarten to grade 10 (Catts and colleagues, 2012). Some read well enough in the early grades and fell behind other children later. Most of them had trouble understanding what they read. A smaller group had trouble only with reading the words.
- A second US study looked at children in grades 4 and 5 (Leach, Scarborough and Rescorla, 2003). For some, reading trouble was first seen after grade 3. Few of them had yet been spotted by their schools. The groups were small. We could read only the study's summary.
- In our view, falling behind is not the same as losing a skill. If your child can no longer do what they once could, that is different. Our position is that a lost skill goes to a doctor first, not a tutor.
- In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words. If you see reading trouble, act on it. Our position is to put support in place now, not to wait and see.
Children who kept up early and fell behind later
One US study followed children from kindergarten to grade 10 (Catts and colleagues, 2012). Some read well enough in the early grades. Then they fell behind other children. Most of them had trouble understanding what they read. A smaller group had trouble only with reading the words. Many had had language trouble in kindergarten. The children all came from a bigger study of language trouble in kindergarten.
What a second study found
A second US study looked at children in grades 4 and 5 (Leach, Scarborough and Rescorla, 2003). For some, reading trouble was first seen after grade 3. On most reading skills, their trouble was about as serious as for children seen earlier. Few of them had yet been spotted by their schools.
In grade 3, the children seen later had scored higher than those seen earlier. The authors said this suggests the trouble started later, not only that it was noticed later. That comparison looked back at grade 3. The groups were small. We could read only the study's summary.
So two studies found reading trouble that first showed after the early grades. In our view, take it seriously.
Where the name comes from
Both studies credit the idea of a "fourth-grade slump" to Chall (1983). We have not read her book, so we do not quote it.
A slump can sound like something that passes. We cannot tell you how it will go for your child. If you see reading trouble, act on it. Our position is to put support in place now, not to wait and see.
Falling behind is not losing a skill
In our view, falling behind is not the same as losing a skill. If your child can no longer do what they once could, that is different. Our position is that a lost skill goes to a doctor first, not a tutor.
What to ask for
In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.
In our view, the first step is usually to work out what is hard. Our position is that a lost skill goes to a doctor first.
Our rule is to describe patterns on these pages. We do not put a name on a child.
When to ask for help
Each of these is a reason to ask for help on its own.
- Little change, even with steady practice and good teaching.
- Schoolwork well below what school expects.
- A teacher who raises a concern about learning.
- Extreme upset about schoolwork.
- Complete avoidance of school or learning.
- Hopelessness about learning.
- Sadness or worry that lasts.
- Significant delays in speech, language or motor development.
- A skill that was there and has gone. Our position is that a lost skill goes to a doctor first, not a tutor.
If no skill has gone, start with the teacher. Say what you are seeing at home, and what you have tried. Beyond the teacher, the right person depends on what it turns out to be about. If the work is too hard, someone who works on that school skill. If worry or mood is the thing, someone who works with children's mental health. In our view, delays in speech, language or movement are worth raising with your child's doctor. In our view, if you are worried enough to ask, a professional evaluation is worth asking about.
Any talk of hurting themselves is a same-day call to your doctor or a crisis line.
In the classroom
Ask the student to tell you what a short passage was about. Note whether the words or the meaning caused trouble.
One sentence for an email home: "His reading aloud is fine, but he often cannot tell me what a passage was about. Could we compare notes?"
Key Takeaways
Some children read well enough early on and fall behind later, around grades 3 to 4 or after. Two US studies found such children (Catts and colleagues, 2012; Leach and colleagues, 2003).
One US study followed children from kindergarten to grade 10 (Catts and colleagues, 2012). Some read well enough in the early grades and fell behind other children later. Most of them had trouble understanding what they read. A smaller group had trouble only with reading the words.
In our view, falling behind is not the same as losing a skill. If your child can no longer do what they once could, that is different. Our position is that a lost skill goes to a doctor first, not a tutor.
In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.
If you see reading trouble, act on it. Our position is to put support in place now, not to wait and see.
Tonight, read a short page together. Ask your child to tell you what it was about, in their own words. Note what they remembered and what they missed. Take the note to the teacher.
”What to do tonightWhat to use next
An overview of processing skills. Our work on each runs alongside reading, spelling or math instruction, not in place of it.
Listening practice, built to run alongside reading and spelling instruction, not in place of it. No study of this program exists, so nothing is claimed for it on reading, spelling, attention or social skills.
A short reading and spelling practice. Each word appears letter by letter. The picture comes only once the word is complete. So guessing from the image is not available. It includes writing words from memory. That practices the spelling and the writing of a word at the same time.
Common questions from parents
Can reading trouble start in third or fourth grade?
Some children read well enough early on and fall behind later, around grades 3 to 4 or after. Two US studies found such children (Catts and colleagues, 2012; Leach and colleagues, 2003). In the first, most had trouble understanding what they read. In our view, take later reading trouble seriously.
What is the fourth-grade slump?
Two studies of children who fell behind later credit the idea of a "fourth-grade slump" to Chall (1983). In one US study, some children read well enough early and fell behind later (Catts and colleagues, 2012). A slump can sound like something that passes. We cannot tell you how it will go for your child. If you see reading trouble, act on it.
Is falling behind the same as losing a skill?
In our view, falling behind is not the same as losing a skill. If your child can no longer do what they once could, that is different. Our position is that a lost skill goes to a doctor first, not a tutor. If no skill has gone, start with the teacher.
He kept up until the work got harder. What should we look at?
We cannot tell you why it happened for your child. One US study followed children from kindergarten to grade 10 (Catts and colleagues, 2012). Of those who fell behind later, most had trouble understanding what they read. In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.