The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards

Jaeger, Elizabeth; Pearson, P. David

doi:10.1080/00131725.2016.1242676

Cited by 4 publications

(2 citation statements)

References 34 publications

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“…In this respect, the CCSS for writing (CCSS-W) focus on writing in the L1 subject English (English Language Arts Standards) as well as across disciplinary contexts in subject areas such as math, science, and social studies (Literacy Standards), and place a clear emphasis on 'informational' (e.g., non-narrative) texts. Research on implementation of the Common Core standards has found that while teachers generally view CCSS-W favorably, many worry that the focus on informational text is pushing younger and younger students to write source-based arguments and diminishing their opportunities to engage with imaginative and personal writing (Jaeger and Pearson, 2017).…”

Section: Writing Education In the Usmentioning

confidence: 99%

Writing development and education standards in cross-national perspective

Jeffery

Elf

Skar

et al. 2019

WAP

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The importance of writing ability for academic and career advancement is increasingly a focus of education research and policy globally. In response to concerns regarding students' writing competence, policymakers and curriculum designers have begun placing more emphasis on writing in nationwide academic standards. However, given the complexity of writing as a cognitively dynamic and socioculturally situated activity, representing the development of writing competence in standards that vary by grade level is challenging, and little is known regarding how educational systems vary in approaching this challenge. In response to calls for more worldwide writing research, we undertake a cross-national examination of writing standards with the aim of informing policymakers, those involved in the research and development of writing standards, and researchers interested in writing development, by comparing how three educational systems (in Denmark, Norway, and the US) have represented writing development in curricular standards. To that end, we ask, 1) How do the three educational systems variously frame writing development in grade-level distinctions for writing standards? 2) How do the developmental pathways implicated in these grade-level distinctions relate to theory and research on writing competence and its development?

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Section: Writing Education In the Usmentioning

confidence: 99%

Writing development and education standards in cross-national perspective

Jeffery

Elf

Skar

et al. 2019

WAP

View full text Add to dashboard Cite

show abstract

“…But rooted as most RTI research is in the constrained orientation typifying pedagogical approaches for special populations (Van Kraayenoord, ), there is little evidence in the reading research literature that this type of content is regularly included in RTI and RTI‐like interventions. In fact, in a review of 78 reports describing such interventions or assessments used to measure progress in the interventions, only six assessed inferential thinking, application, or student self‐reflection; of these, only one referenced the CCSS explicitly (Jaeger & Pearson, in press). If struggling readers are to receive the support they require to be successful in meeting more complex standards, educators need to find ways to integrate CCSS and RTI.…”

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confidence: 99%

Intensity of Focus, Richness of Content: Crafting Tier 2 Response to Intervention in an Era of the Common Core

Jaeger¹

2016

Read Teach

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This article describes a Tier 2 intervention program for fourth graders that is well suited to supporting implementation of the Common Core State Standards. Screening assessments and miscue analyses were used to clarify students’ strengths and challenges. Students then attended only classes that were suited to their particular literacy needs, spending the remainder of their time participating in classroom lessons that integrated language arts throughout content area curriculum. This program supported struggling readers in effective and efficient ways. A Tier 2 class in prosody is explained in depth. Findings demonstrate clear growth on progress‐monitoring assessments and overall reading gains as measured on an informal reading inventory. The study has implications for adjusting RTI protocols to better suit contemporary literacy practices.

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Conceptions of Equity in Common Core Policy Messages in a Metropolitan District

Hodge

2020

The Educational Forum

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The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards

Cited by 4 publications

References 34 publications

Writing development and education standards in cross-national perspective

Writing development and education standards in cross-national perspective

Intensity of Focus, Richness of Content: Crafting Tier 2 Response to Intervention in an Era of the Common Core

Conceptions of Equity in Common Core Policy Messages in a Metropolitan District

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