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ERIC Number: EJ1094002
Record Type: Journal
Publication Date: 2016
Pages: 3
Abstractor: ERIC
ISSN: ISSN-1938-8071
Responding to the CCSS for Literacy Research and Instruction
Mandel Morrow, Lesley; Kunz, Kenneth
Literacy Research and Instruction, v55 n2 p131-133 2016
In "Beyond the Common Core: Examining 20 Years of Literacy Priorities and Their Impact on Struggling Readers," Cassidy et al. (2016) suggest that the emphasis on the Common Core State Standards (CCSS, National Governors Association [NGA] Center for Best Practices and Council of Chief State School Officers [CCSSO], 2010) has had unexpected consequences. These consequences often include prioritizing college and career readiness over meeting the needs of struggling readers. This article discusses these issues through the lens of the authors' experiences with their state's interpretation and implementation of the CCSS. The authors discuss the idea that struggling readers seem to be neglected. One area that should receive increased attention is how the CCSS are being implemented. It is the authors' shared belief that the following questions lend themselves to a more thoughtful focus on what to teach, and how to orchestrate the tools necessary to meet the needs of all learners, including struggling readers: (1) What strategies should be used to meet the literacy standards outlined in the CCSS?; (2) In what ways does a focus on grade-level specific literacy strands provide insight into possible avenues for differentiating instruction for students who struggle?; and (3) Does "what's hot" in the research match the needs of the students in your classroom? [For "Beyond the Common Core: Examining 20 Years of Literacy Priorities and Their Impact on Struggling Readers," see EJ1093820.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A