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

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    Name:
    CCRTI7Jan16EdForum.pdf
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    Description:
    Final Accepted Manuscript
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    Author
    Jaeger, Elizabeth L.
    Pearson, P. David
    Affiliation
    Univ Arizona, Coll Educ
    Issue Date
    2017
    Keywords
    Common Core State Standards
    educational policy
    language arts
    political aspects/governmental influence
    reading/emerging literacy
    Response to Intervention
    
    Metadata
    Show full item record
    Publisher
    ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
    Citation
    Elizabeth L. Jaeger & P. David Pearson (2017) The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards, The Educational Forum, 81:1, 92-107, DOI: 10.1080/00131725.2016.1242676
    Journal
    EDUCATIONAL FORUM
    Rights
    Copyright © Kappa Delta Pi.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.
    Note
    18 month embargo; published online: 8 December 2016
    ISSN
    0013-1725
    1938-8098
    DOI
    10.1080/00131725.2016.1242676
    Version
    Final accepted manuscript
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/00131725.2016.1242676
    ae974a485f413a2113503eed53cd6c53
    10.1080/00131725.2016.1242676
    Scopus Count
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    UA Faculty Publications

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