Talking Points - Volume 25, Issue 2, 2014

Two long-time teacher educators write passionately about the political nature of the CCSS with a special focus on close reading and text complexity.

Sanden explores how students’ increased interactions with texts that both fail to meet them where they are and are a constant source of struggle affect their overall perceptions of reading.

The authors explain the value of using young adult literature in the curriculum and argue for its greater use, while expressing concern that the integration of the CCSS may work against that goal.

Ambrosini revisits Rosenblatt’s theories in considering the ways readers interact with and respond to texts in this new format called close reading.

This section contains reviews of several books on close reading, plus a pair of thought-provoking commentaries.

Commentary from WLU President Debra Goodman plus WLU news.