NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1094070
Record Type: Journal
Publication Date: 2016
Pages: 4
Abstractor: ERIC
Reference Count: 14
ISSN: ISSN-1938-8071
Averted Vision: How Common Core May Help Struggling Readers
Shanahan, Timothy
Literacy Research and Instruction, v55 n2 p138-141 2016
In their article "Beyond the Common Core…," Cassidy, Ortlieb, and Grote-Garcia (2016), express concern that the new Common Core State Standards (CCSS; National Governors Association [NGA] Center for Best Practices & Council of Chief State School Officers [CCSSO], 2010) may have the "unintended consequence" of diverting instructional attention from the needs of struggling readers. Timothy Shanahan writes in this article that although it is correct that CCSS focuses on the needs of all students, not just those with reading problems, the consequence of that may be more positive than Cassidy et al. (2016) assume. Shanahan suspects the situation is akin to trying to see dim stars; they are better seen when not looked at directly. Here Shanahan presents the idea that by re centering vision of the reading needs of all students, the instructional needs of struggling readers might also come into clearer focus. He argues that while there are issues that concern only struggling readers, there are at least as many issues that equally concern both struggling readers and those whose learning paths are less challenged. For example, quality of teachers and their preparation, high quality curriculum materials, reliable and valid assessments, attentive and supportive parent involvement are concerns that matter to all students.
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; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A