NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1106928
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0034-0502
Choice and Rigor: Achieving a Balance in Middle School Reading/Language Arts Classrooms in the Era of the Common Core
Stevens, Nancy
Reading Horizons, v55 n2 p64-76 2016
While the advantages of reading workshops are well known (Atwell, 1998), there is currently a debate among scholars, practitioners, and politicians about the use of instructional/independent level texts in light of the Common Core Standards' end-of-year requirement for students to be reading at grade level (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Particularly in middle school, where motivation to read often declines, a workshop approach can help students develop and strengthen their interest in reading. A classroom survey completed by middle school students in a suburban school district in the Midwestern United States illustrates students' positive response to a reading workshop approach (Atwell). However, students must also be able to read grade-level text proficiently. Using a combination of workshop and instruction with grade-level texts will help support students in reaching the end-of-year standards required by the Common Core.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A