In the CCSS, there is a heavy emphasis on college and career readiness. For example, secondary students are expected to engage in close reading practices in order to comprehend and critically dissect disciplinary texts, much like an expert. Yet, there are secondary students who still struggle with foundational reading skills like decoding and acquiring generalizable comprehension strategies such as summarizing a passage. How do teachers balance the need for foundational reading instruction with the need to teach content and disciplinary literacy strategies?
Dr. Don Deshler answers the following question in his exclusive interview with the CEEDAR Center.