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The Common Core State Standards and Reading: Interpretations and Implications for Elementary Students with Learning Disabilities

Authors


Requests for reprints should be sent to Diane Haager, California State University, Los Angeles. Electronic inquiries should be sent to dhaager@calstatela.edu.

Abstract

The K-5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K-5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K-5 lessons and recommendations for teachers and researchers are provided.

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