Original texts help more than simplified versions, says study
Using scanners, scientists monitored the brain activity of volunteers as they read pieces of classical English literature both in their original form and in a more dumbed-down, modern translation, the ‘Daily Mail’ reported...
The experiments showed that more ‘challenging’ prose and poetry set off far more electrical activity in the brain than the pedestrian versions."
Unfortunately there are also areas of the Common Core Standards that do not align with UDL, or would not be very good goals for a UDL curriculum unless certain terms (e.g. writing, listening, speaking and explaining) are interpreted in their broadest sense to make the standards flexible enough to remove barriers for certain students. Previously we mentioned that the teachers should not confuse the means and the goals. There are certain standards that do just that.
For example: "Tell and write time in hours and half-hours using analog and digital clocks" (Common Core State Standards for Mathematics, Grade 1, Measurement and Data, 1.MD, item 3, p.16). The problem with this standard is that it requires students to write time. This presents some learners with a barrier because the act of writing is difficult for them. In this case, express would be more appropriate than write, as it allows flexibility and avoids confounding the expectation with tasks that are superfluous to the actual goal. Or, the standard would align with UDL if “write” were interpreted to permit other forms of expression.
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