626
Views
2
CrossRef citations to date
0
Altmetric
Essays

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

&

References

  • Ainsworth, L. (2012). Connecting Common Core State Standards with common formative assessments. In L. Ainsworth, D. C. Briggs, M. D. Wiggs, L. Besser, & L. Almeida (Eds.), Navigating assessment and collaboration with the Common Core State Standards (pp. 1–32). Englewood, CO: Lead and Learn Press.
  • Alberti, S. (2012/2013). Making the shifts. Educational Leadership, 70(4), 24–27.
  • Beaver, J., & Carter, M. (2011). Developmental reading assessment (2nd ed.). Boston, MA: Pearson.
  • Bell, B. (2011). Structures for supporting all learners. In D. B. Reeves, M. D. Wiggs, C. J. Lassiter, T. D. Piercy, S. Ventura, & B. Bell (Eds.), Navigating implementation of the Common Core State Standards (pp. 111–126). Englewood, CO: Lead and Learn Press.
  • Besser, L. (2012). Leveraging data teams and professional learning communities for success on the Common Core. In L. Ainsworth, D. C. Briggs, M. D. Wiggs, L. Besser, & L. Almeida (Eds.), Navigating assessment and collaboration with the Common Core State Standards (pp. 53–79). Englewood, CO: Lead and Learn Press.
  • Bidwell, A. (2014, February 27). The history of Common Core State Standards. U.S. News & World Report. Retrieved from http://www.usnews.com/news/special-reports/articles/2014/02/27/the-history-of-common-core-state-standards
  • Bomer, R. (1999). Conferring with struggling readers: The test of our craft, courage, and hope. New Advocate, 12(1), 21–38.
  • Bos, C. S., Anders, P. L., Filip, D., & Jaffe, L. E. (1989). The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities. Journal of Learning Disabilities, 22(6), 384–390.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • Brozo, W. G. (2009/2010). Response to Intervention or responsive instruction? Challenges and possibilities of Response to Intervention for adolescent literacy. Journal of Adolescent and Adult Literacy, 53(4), 277–281.
  • Brozo, W. G. (2011). RtI and the adolescent reader: Responsive literacy instruction in secondary schools. New York, NY: Teachers College Press.
  • Bunch, G. C., Kibler, A., & Pimentel, S. (2013, May). Realizing opportunities for English learners in the Common Core English language arts and disciplinary literacy standards. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Burris, C. C., & Garrity, D. T. (2012). Opening the Common Core: How to bring all students to college and career readiness. Thousand Oaks, CA: Corwin.
  • Coleman, D., & Pimentel, S. (2012). Revised publishers' criteria for the Common Core State Standards in English language arts and literacy, grades 3–12. Retrieved from http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf
  • Common Core's big test. (2015, November 16). Education Week. Retrieved from www.edweek.org/ew/section/multimedia/map-common-core-2015-test-results.html#wn
  • Crawford, J. (2012). Aligning your curriculum to the Common Core State Standards. Thousand Oaks, CA: Corwin.
  • Cunningham, P. (1990). The Names Test: A quick assessment of decoding ability. The Reading Teacher, 44(2), 124–129.
  • Dorn, L. J., & Henderson, S. C. (2010). A comprehensive assessment system as a Response to Intervention process. In P. H. Johnston (Ed.), RtI in literacy: Responsive and comprehensive (pp. 133–153). Newark, DE: International Reading Association.
  • Dove, M. G., & Honigsfeld, A. (2013). Common Core for the not-so-common learner: English language arts strategies, grades K–5. Thousand Oaks, CA: Corwin.
  • Fisher, D., & Frey, N. (2013). Common Core English language arts in a PLC at work: Grades 3–5. Newark, DE: International Reading Association.
  • Fountas, I., & Pinnell, G. S. (2011). Benchmark assessment system (2nd ed.). Portsmouth, NH: Heinemann.
  • Franco, M., & Unrath, K. (2014). Carpe diem: Seizing the Common Core with visual thinking strategies in the visual arts classroom. Art Education, 67(1), 28–32.
  • Frankel, K. K., Jaeger, E. L., & Pearson, P. D. (2013). Embracing complexity: Integrating reading, writing, and learning in intervention settings. In E. Ortlieb & E. H. Cheek, Jr. (Eds.), School-based interventions for struggling readers, K–8 (pp. 3–20). Bingley, England: Emerald Group.
  • Frankel, K. K., Pearson, P. D., & Nair, M. (2010). Reading comprehension and reading disability. In A. McGill-Franzen & R. L. Allington (Eds.), Handbook of reading disability research (pp. 219–231). London, England: Routledge.
  • Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 151–171.
  • Glover, T. A., & Vaughn, S. (Eds.). (2010). The promise of Response to Intervention: Evaluating current science and practice. New York, NY: Guilford Press.
  • Greenstein, L. (2013). Formative assessment and the Common Core: Blending the best in assessment. Voices From the Middle, 21(2), 36–42.
  • Haager, D., Klingner, J., & Vaughn, S. (Eds.). (2007). Evidence-based reading practices for Response to Intervention. Baltimore, MD: Paul H. Brookes.
  • Halladay, J. L., & Moses, L. (2013). Using the Common Core standards to meet the needs of diverse learners: Challenges and opportunities. New England Reading Association Journal, 49(1), 33–44.
  • Hasselbring, T. S., & Goin, L. I. (2004). Literacy instruction for older struggling readers: What is the role of technology? Reading and Writing Quarterly, 20(2), 123–144.
  • Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
  • International Reading Association. (n.d.). Literacy implementation guidance for the ELA Common Core State Standards. Retrieved from http://www.literacyworldwide.org/docs/default-source/where-we-stand/ela-common-core-state-standards-guidance.pdf
  • Jaeger, E. L. (2012). Understanding and supporting vulnerable readers: An ecological systems perspective. Available from ProQuest Dissertations and Theses database. (UMI No. 3640482)
  • Jaeger, E. L. (2015). Literacy and vulnerability: Shame or growth for readers who struggle. Talking Points, 26(2), 17–25.
  • Jaeger, E. L. (2016a). Implementation of a Common Core–based curriculum in a fourth grade literacy classroom: An exploratory study. Manuscript submitted for publication.
  • Jaeger, E. L. (2016b). Intensity of focus, richness of content: Crafting Tier 2 Response to Intervention in an era of the Common Core. The Reading Teacher, 70(2), 179–188.
  • Jaeger, E. L. (2016c). Re-mediation in a tutoring context. Manuscript submitted for publication.
  • Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.). (2007). Handbook of Response to Intervention: The science and practice of assessment and intervention. New York, NY: Springer.
  • Johnston, P. H. (Ed.). (2010). RtI in literacy: Responsive and comprehensive. Newark, DE: International Reading Association.
  • Johnston, P. H. (2011). Response to Intervention in literacy: Problems and possibilities. Elementary School Journal, 111(4), 511–534.
  • Johnston, P., & Allington, R. (1991). Remediation. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, Volume 2 (pp. 984–1012). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kendall, J. (2011). Understanding Common Core State Standards. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Larson, L. (2013). From print texts to e-books: The changing nature of literacy. Kappa Delta Pi Record, 49(4), 168–173.
  • Lassiter, C. J. (2011). Meeting the challenge of rigorous expectations in the Common Core. In D. B. Reeves, M. D. Wiggs, C. J. Lassiter, T. D. Piercy, S. Ventura, & B. Bell (Eds.), Navigating implementation of the Common Core State Standards (pp. 89–109). Englewood, CO: Lead and Learn Press.
  • Lent, R. C., & Gilmore, B. (2013). Common Core CPR: What about the adolescents who struggle … or just don't care? Thousand Oaks, CA: Corwin.
  • Machek, G. R., & Nelson, J. M. (2010). School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and Response to Intervention considerations. Psychology in the Schools, 47(3), 230–245. doi:10.1002/pits.20467
  • Manley, R. J., & Hawkins, R. J. (2013). Making the Common Core standards work: Using professional development to build world-class schools. Thousand Oaks, CA: Corwin.
  • McCown, M. A., & Thomason, G. B. (2014). Informational text comprehension: Its challenges and how collaborative strategic reading can help. Reading Improvement, 51(2), 237–253.
  • McGill-Franzen, A., & Smith, K. (2013). RtI and the Common Core. In S. B. Neuman & L. B. Gambrell (Eds.), Quality reading instruction in the age of Common Core standards (pp. 107–119). Newark, DE: International Reading Association.
  • McLaughlin, M., & Overturf, B. J. (2013). The Common Core: Teaching K–5 students to meet the reading standards. Newark, DE: International Reading Association.
  • Mesmer, E. M., & Mesmer, H. A. E. (2008). Response to Intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62(4), 280–290.
  • National Commission on Excellence in Education. (1983). A nation at risk: The imperative for education reform. Washington, DC: Government Printing Office.
  • National Governors Association Center for Best Practices and Council of the Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Author. Retrieved from http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf
  • Neuman, S. B., & Gambrell, L. B. (2013). Challenges and opportunities in the implementation of Common Core State Standards. In S. B. Neuman & L. B. Gambrell (Eds.), Quality reading instruction in the age of Common Core standards (pp. 1–12). Newark, DE: International Reading Association.
  • New York State Education Department. (2015). State education department releases spring 2015 grades 3–8 assessment results [Press release]. Retrieved from http://www.nysed.gov/news/2015/state-education-department-releases-spring-2015-grades-3-8-assessment-results
  • Papola-Ellis, A. L. (2014). Text complexity: The importance of building the right staircase. Reading Horizons, 53(2), 1–27.
  • Pearson, P. D. (2013). Research foundations of the Common Core State Standards in English language arts. In S. Neuman & L. Gambrell (Eds.), Quality reading instruction in the age of Common Core State Standards (pp. 237–262). Newark, DE: International Reading Association.
  • Pearson, P. D., & Hiebert, E. H. (2013). Understanding the Common Core State Standards. In L. M. Morrow, T. Shanahan, & K. K. Wixson (Eds.), Teaching with the Common Core standards for English language arts, PreK–2 (pp. 1–21). New York, NY: Guilford Press.
  • Pearson, P. D., Raphael, T. E., Benson, V. L., & Madda, C. L. (2007). Balance in comprehensive literacy instruction: Then and now. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (3rd ed., pp. 30–54). New York, NY: Guilford Press.
  • Ravitch, D. (2013, January 27). Exploring the origins of the Common Core [Blog post]. Retrieved from http://dianeravitch.net/2013/01/27/13491
  • Robb, L. (2013). New angles on differentiating reading instruction: Five best practices that deserve a new chapter in the Common Core era. New England Reading Association Journal, 49(1), 13–21.
  • Saunders, A. F., Spooner, F., Browder, D., Wakeman, S., & Lee, A. (2013). Teaching the Common Core in English language arts to students with severe disabilities. Teaching Exceptional Children, 46(2), 22–33.
  • Scruggs, T. E., & Mastropieri, M. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disabilities Quarterly, 25(3), 155–168.
  • See, B. H., Gorard, S., & Siddiqui, N. (2015). Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme. Studies in Educational Evaluation, 47, 83–92.
  • Shaw, L. J. (2014). Breaking with tradition: Multimodal literacy learning. New England Reading Association Journal, 50(1), 19–26.
  • Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22(8), 469–478, 486.
  • Smith, M. W., Appleman, D., & Wilhelm, J. D. (2014). Uncommon core: Where the authors of the standards go wrong about instruction—and how you can get it right. Thousand Oaks, CA: Corwin.
  • Snider, V. E. (1989). Reading comprehension performance of adolescents with learning disabilities. Learning Disability Quarterly, 12(2), 87–96.
  • Stanovich, K. E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32(4), 350–361.
  • Stoehr, J., Banks, M., & Allen, L. (2011). PLCs, DI, and RtI: A tapestry for school change. Thousand Oaks, CA: Corwin.
  • van Kraayenoord, C. E. (2010). Response to Intervention: New ways and wariness. Reading Research Quarterly, 45(3), 363–376.
  • Vaughn, S., Capin, P., Roberts, G. J., & Walker, M. A. (2016). RtI in the Common Core classroom: A framework for instruction and assessment. New York, NY: Teachers College Press.
  • Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33(3), 223–238.
  • Wertz, J. A. (2014). Bitstrips and storybird: Writing development in a blended literacy camp. Voices From the Middle, 21(4), 24–32.
  • Wilcox, K. C., Jeffery, J. V., & Gardner-Bixler, A. (2016). Writing to the Common Core: Teachers' responses to changes in standards and assessments for writing in elementary schools. Reading and Writing, 29(5), 903–928.
  • Wilder, A. A., & Williams, J. P. (2001). Students with severe learning disabilities can learn higher order comprehension skills. Journal of Educational Psychology, 93(2), 268–278.
  • Wixson, K. K., & Lipson, M. Y. (2012). Relations between the CCSS and RtI in literacy and language. The Reading Teacher, 65(6), 387–391.
  • Zwiers, J., O'Hara, S., & Pritchard, R. (2014). Common Core standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.