Struggling Readers' Involvement During Independent Reading Time.

Students from economically disadvantaged backgrounds are too often labeled as struggling readers. Increasing reading volume must be a priority for this demographic as reading amount relates to achievement. This study examined involvement of struggling readers from low socioeconomic backgrounds when independently reading texts of various difficulty levels using Common Core State Standards' expectations, lengths, and genres. Findings suggest that struggling readers would be most likely involved when reading texts below CCSS text difficulty expectations. Recommendations for classroom practices that could further involve struggling readers when independently reading as well as future research are included in the article. [ABSTRACT FROM AUTHOR]