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The Neglected “R” in a Time of Common Core
Author(s) -
Mo Ya,
Kopke Rachel A.,
Hawkins Lisa K.,
Troia Gary A.,
Olinghouse Natalie G.
Publication year - 2014
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1227
Subject(s) - psychology , common core , competence (human resources) , core competency , mathematics education , pedagogy , academic standards , core (optical fiber) , computer science , political science , higher education , social psychology , telecommunications , marketing , law , business
Despite the need for writing competence in and out of school, writing has been deemed the neglected “R” in educational practice. Moreover, many students do not meet expected standards of writing performance. The Common Core State Standards ( CCSS ), adopted by 45 states, provides an opportunity to change the state of writing instruction on a national scale. This study evaluated the content coverage of the CCSS for writing and language ( CCSS ‐ WL ). Results indicated that CCSS ‐ WL cover some aspects of writing well, but others deemed important in research not well or not at all. Evidenced‐based practices for improving student writing performance to supplement the CCSS ‐ WL are provided. It is hoped that the appropriate curricular and instructional changes targeted toward the content of the CCSS ‐ WL and effective evidence‐based instructional practices can elevate writing from the neglected “R” in this time of Common Core.