Standards and Assessment

Standards and Assessment
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Instructional reading programs are essential in developing the right criteria and approach to reading that make learners gain the best out of their reading. The instructional standards for various disciplines are developed by experts in the given fields. For instance, in the elementary reading program the developers of standards come from a board consisting of experts in Early Childhood Education and Development. The standards often layout how a given curriculum should be taught, and the reading standards that should be followed. In most cases, elementary and high school reading programs include question guided reads, and are arranged according to the grade a student is in. Thus, the teachers’ guide the students to read a given book or a certain set of books at a given time. This includes supplementary reads which the curriculum includes in order to have a balanced read (Slavin, Cheung & Lake, 2008). Some of the bodies that ensure this include Common Core which is responsible for setting standards for instructional reading.

The Common Core standards differentiate the various disciplines, and orders the reading procedures as per the grade a student is in (Porter, Hwang & Yang, 2011). This makes it possible for the teachers to effectively apply reading standards according to the age of their learners. Further, for emotional, social, and science courses reads the instructional reading program guides the readership to include the units/ subjects that a student should read concurrently.

Thus, the standards not only serve as a guide on how to read, but also what to read at a given time.
In conclusion, reading standards and programs help in achieving seamless flow in instructional reading. It is worth noting that it is only reputable bodies such as Common Core which set reading standards.
References
Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new US intended curriculum. Educational Researcher, 40(3), 103-116.
Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best‐evidence synthesis. Reading Research Quarterly, 43(3), 290-322.