Raising Rigor for Struggling Readers

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  • Additional Information
    • Availability:
      National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
    • Peer Reviewed:
      N
    • Source:
      4
    • Education Level:
      Middle Schools
      High Schools
      Secondary Education
    • Subject Terms:
      Reading Difficulties; Difficulty Level; Middle School Students; Middle School Teachers; High School Students; Secondary School Teachers; State Standards; Academic Standards; Educational Resources; Teacher Attitudes; Scaffolding (Teaching Technique); Benchmarking; Reading Materials
    • Subject Terms:
      Florida
    • ISSN:
      1529-8957
    • Abstract:
      Increasing the rigor of learning tasks to align with the expectations in the Common Core State Standards presents challenges for many educators, particularly for middle and high school teachers of nonproficient readers. In this article, the authors describe a number of these challenges and identify four steps that together, create a systematic approach to enhancing rigorous expectations and instruction using available resources. They conclude that success with the Common Core and assessments is achievable, but will be a challenge for teachers of nonproficient readers in middle and high schools. Teachers must analyze the resources they use and add value to them with on-grade-level texts, rigorous tasks, and parallel texts. Teachers should be aware that their beliefs about nonproficient readers may be hindering those students' ability to meet learning goals.
    • Abstract:
      ERIC
    • Number of References:
      5
    • Publication Date:
      2014
    • Accession Number:
      EJ1018775