Word recognition remains the best indicator for self-selection of appropriate reading level books. Many of my below grade level readers (I teach seventh graders) have significantly increased their reading levels by getting hooked on this latest literary phenomenon. Similarly, thank God for the current “Twilight” series. The book was certainly above his grade level for a fifth grader, but he was motivated and carefully read and re-read with dictionary and Dad at his side for help. Motivation has to factor into reading selection.My own son grew a full year in reading comprehension by reading the fourth Harry Potter book, Harry Potter and the Goblet of Fire over the summer a few years back. Given these issues, isn’t there a better solution that will help inform selection of independent reading books? Other books that he told me he really wanted to read, he didn’t either because they were longer and would take “too long to read” or they weren’t on the AR list. He continually read books very much below his ability NOT because he likes reading them, but because he could read them quickly and get points. Looked up the reading level and found that it was a 4.5 (not anywhere near the 8.7-10.7 my daughter needed).Īs a parent, I watched my very smart 9 year old work the system. We picked up an 8th grade bookmark to get ideas for (her daughter’s) acceptable reading-leveled book. At our public library, there are bookmarks in the youth department that list suggested books for students in each grade (K-12th). I’m simply trying to highlight a problem. I’m not trying to be a whining, complaining parent here. Two examples of the problems of determining readability levels and matching these to “appropriate books” should suffice: They limit student and parent choice of reading materials. They tend to force librarians into arbitrary book coding systems to conform to the tests.Ĩ. When compared, the various formulae each vary in grade level equivalencies (one rates Tom Sawyer at 4.2, another at 6.9, and still another at 7.3). They do not factor in reading content, in terms of maturity of themes (Salinger’s The Catcher in the Rye has a 4.7 ATOS readability level). They do not factor in reader motivation.ĥ. They are teacher-dependent (students and parents can’t pick books at their challenge levels without guidance). ![]() They are cumbersome and time-consuming to administer.ģ. ![]() ![]() Although very scientific, there are eight problems with each of these approaches:ġ. ![]() I also know how some of the publishers of these tests level reading materials to match the results of their tests. For the purposes of this article, we will limit discussion to why these approaches do not work and what does work to match reader to text for independent reading.Īs an MA reading specialist, I have been trained in how these tests are constructed and how they help determine reading levels for students. Running Records? Degrees of Reading Power (DRP)? Fleish-Kincaid? Lexiles? Fountas and Pinnell Leveled Book List ? Accelerated Reader ATOS? Reading Recovery Levels? Fry’s Readability? John’s Basic Reading Inventory? Standardized test data? Each of these resources/assessments quantifies student reading levels and purports to offer guidance regarding how to match reader to text.
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