No Child Left Behind?

I recently read an article by Christine Weber, titled “Let’s Not Leave Advanced and Gifted Readers ‘Behind.’”  It’s interesting that educators put such a large emphasis on elevating struggling readers and improving their reading comprehension, but at the same time, risk providing enrichment for the advanced readers.  It has to be frustrating for our struggling readers to just not “get it,” but it is also frustrating for our gifted students to feel unchallenged.  One of the most enjoyable things about reading is to be exposed to ideas and characters that are thought-provoking and insightful, and to be forced to read text that is below their level is disappointing.

I am of the opinion that it is better to push the limits of the struggling readers and hope that with reading comprehension tactics, they will be able to understand the same texts as the more advanced readers, but finding time to provide that extra instruction is always a challenge.  Weber suggests the use of instructional level groups, and that “the challenging content and instruction provided to the groups that makes this an effective strategy” (58).  These instructional groups provide differentiation for different reading levels, and if novels with similar themes and concepts are utilized, students will be exposed to the same themes and ideas and can still engage in whole class discussion, using their specific books as support.

What other strategies exist that will help to solve this problem?

Reference:

Weber, C. (2010). Let’s not leave advanced and gifted readers ‘behind’. Voices from the Middle. 17(4). 56-58