"Many of today's standards require students not only to engage with rigorous texts but also to develop the higher order thinking skills needed to analyze and interpret such texts. The drive to increase the rigor contrasts with the traditional view of matching students with instructional-level texts, which are characterized by word recognition from 95%-98% and comprehension from 75%-89%. This level has long been thought to ensure success and avoid frustration.
As a secondary school literacy coach guiding teachers in all content areas, I felt confused. Do students need to read texts at their level, or do they need to read challenging texts? What about struggling readers?"
The rest of this article by Sarah Lupo, from the January/February 2017 issue of Literacy Today explains why students need both, and offers 2 scenarios (one from an English class and one from a science class) that illustrate ways to approach this - integrating experience with instructional level texts and more challenging text. You can read the whole article here:
Rigor vs. Ease: What Should Adolescents Read?
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