S0194 · hirsch_1978_grant_and_lee_study · registry identity

Community college reading study of Grant and Lee

Hirsch · 1978

study Hirsch's own2 occurrences across 2 books · load 4

Bears on

Canonical propositions this source was matched as evidence for.

P01 — There is no general reading-comprehension skill — nor a general critical-thinking skill — that operates independently of knowledge of the…

P07 — The reading achievement gap between social groups is a gap in knowledge and language caused by unequal access to knowledge, not a gap in …

How Hirsch uses it

Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.

1987 · Cultural Literacy

A 1978 study of community college students reading an excerpt from Bruce Catton's 'Grant and Lee'. It showed that students who understood the vocabulary still failed to comprehend the text because they did not know who Grant and Lee were.

direct The difficulty community college students had with the Grant and Lee passage in 1978 was caused by ignorance of the historical identities of the figures, not a lack of vocabulary skills.

ch 2 · empirical_study · cl:ch2_E15

Warrant (implicit): If students pass a vocabulary check but fail a comprehension test on the same passage, the failure must be attributed to a lack of specific factual knowledge about the subjects.

could fail ifThe students may lack the 'procedural' reading strategies for historical comparison rather than just the 'declarative' knowledge of the identities of Grant and Lee.

2024 · The Ratchet Effect

A quintile graph showing the reading rates of community college students for Catton's 'Grant and Lee' in both original and stylistically degraded versions, demonstrating no significant speed benefit from the original's better style.

direct When a topic is unfamiliar, the cognitive effort required to process the subject matter makes the quality of the prose style irrelevant to reading speed.

ch appendix-ii · statistical_data · re:chappendix-ii_E16

Warrant (explicit): The cognitive load of processing unfamiliar concepts is so high that it masks or negates any benefits provided by clear and efficient writing style.

could fail ifA 'stylistically degraded' version might actually be easier to read if the degradation involves breaking complex sentences into shorter, simpler (albeit uglier) ones.

Raw source_reference strings seen

As they appeared before normalization/consolidation into this source identity.

Hirsch et al., 1978