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ERIC Number: EJ1018775
Record Type: Journal
Publication Date: 2013-Oct
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1529-8957
Raising Rigor for Struggling Readers
Taylor, Rosemarye T.; Watson, Rebecca
Principal Leadership, v14 n2 p56-59 Oct 2013
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.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida