The Common Core State Standards and Reading, Research Paper Example

Research

There are a variety of reading methods that have been successful in improving the reading skills of children (Stenson, 2006). A majority of these techniques include the use of scaffolded teaching methods. Even if students are underperforming, they can reasonably be primed in a manner that promotes testing success (Meyer et al., 1971). Using graphic organizers and other study tools are useful in developing the reading and writing abilities of students. In order to effectively promote these skills, it is important for educators to gain a comprehensive understanding of core competencies (Haager et al., 2013). This involves incorporation of standards on a variety of levels.

The STAR Reading Assessments are designed by Renaissance Learning. Tests are computer based and adaptive to provide a reflective assessment of skills (Renaissance Learning, n.d.). In light of the recent demand for high stakes testing, it is necessary to refine an understanding of what constitutes effective testing for third grade students (Good et al., 2009). Thus, the STAR Reading Assessments can be used as a diagnostic to indicate teaching methods that will best help student learning.

Causative Analysis

It has been determined that the reading scores of populations with a high prevalence of minorities and low income families are compromised (Campbell et al., 1995). This level of disadvantage contributes to their inability to learn basic skills in the lower grades and to fall behind their classmates early in their school career. Some studies cite that this disparity is due in part to parent involvement in regards to academics; low income families tend to be less involved in the school lives of their children due to their need to work long hours (Halle et al., 1997). For members of the Latino population, it is important to consider that many students come from homes that do not speak English as a first language (Farver et al., 2006). Since English skills are not being practiced at home, these students are at a disadvantage as well.

Solutions

Since it is challenging for students in low income neighborhoods to receive the academic help they need at home, it is necessary to focus on building relevant skills using class time (Ruiz-de-Velasco, 2000). To supplement these efforts, it would be beneficial to create programs that will allow parents to become involved in their children’s education (Halpern, 1990). Furthermore, this effect could be intensified by running programs that will help parents understand how to do so efficiently (Powell, 1986). Rigorous reading strategies will need to be incorporated into the classroom to promote student learning (Duffey et al., 1987). Encouraging students to read at home, not just in the classroom, would provide a useful effect (Hosenfeld, 1977). Focusing on vocabulary identification using context clues has proven to be a useful reading comprehension method to instruct English language learners (Jiménez et al., 2011).

It is important for teachers of low performing students to improve their own attitudes in a manner that will allow them to actively promote student learning (Youngs et al.,2001). It is therefore beneficial for teachers to create positive classroom culture in a manner that allows students to understand that they have the ability to be successful and that their efforts will be supported as they work in class (Gitlin et al., 2003). Creating an acceptance of incorrect answers and building towards of understanding will help students perform well on their standardized tests (Herrera et al., 2007).

References

Campbell, F.A.; Ramey, C.T. (1995). Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention. Am Educ Res J, 32(4): 743-772.

Duffy et al. (1987). Effects of Explaining the Reasoning Associated with Using Reading Strategies. Reading Research Quarterly, 22(3): 347-368.

Farvera, J.M; Xub, Y.; Eppea, S.; Loniganc, C.J. (2006). Home environments and young Latino children’s school readiness. Early Childhood Research Quarterly, 21(2): 196-212.

Gitlin, A.; Buendia, E.; Crosland, K.; Doumbia, F. (2003). The Production of Margin and Center: Welcoming-Unwelcoming of Immigrant Students. American Educational Research Journal, 40: 91–122.

Good, R.H.; Simmons, D.C.; Kame’enui, E.J. (2009). The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes. Scientific Studies of Reading, 5(3).

Haager, D.; Vaughn, S. (2013). The Common Core State Standards and Reading: Interpretations and Implications for Elementary Students with Learning Disabilities. Learning Disabilities Research & Practice, 28(1): 5–16.

Halle, Tamara G.; Kurtz-Costes, Beth; Mahoney, Joseph L. (1997). Family influences on school achievement in low-income, African American children. Journal of Educational Psychology, 89(3): 527-537.

Halpern, R. (1990). Parent support and education programs. Children and Youth Services Review, 12(4): 285-308.

Herrera, Socorro; Murry, Kevin; Cabral, Robin. (2007). Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students. Boston: Pearson/Allyn and Bacon.

Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System, 5(2): 110–123.

Jiménez et al. (2011). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1): 90–112

Meyer, D.E.; Schvaneveldt, R.W. (1971). Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations. Journal of Experimental Psychology, 90: 227–234.

Powell, D.R. (1986). Parent education and support programs. Young Children, 41(3): 47-53.

Renaissance Learning. (n.d.). Star Assessments. Retrieved from https://www.renaissance.com/products/star-assessments

Ruiz-de-Velasco, Jorge; Fix, Michael. (2000). Overlooked & Underserved: Immigrant Students in U.S. Secondary Schools. Retrieved from http://files.eric.ed.gov/fulltext/ED449275.pdf

Stenson, B.A. (2006). Programs And Methods to Improve Reading Comprehension Levels of Reading Resource Special Needs Students at Austin Road Middle School. International Journal of Special Education, 21(2).

Youngs, Cheryl; Youngs, George A. Jr. (2001). Predictors of Mainstream Teachers’ Attitudes toward ESL Students. TESOL Quarterly, 35(1): 97–120.

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