Question: What are the
problems inherent in equating reading levels of texts with the reading needs of
students?
Answer/Quote: “In many
classrooms, decisions about text levels may impact multiple aspects of literacy
programs. The practice in which they seem to have most influence is guided
reading. Indeed, the production and popular use of these leveled texts
flourished as the practice of guided reading expanded, and now, leveling, has
found its way into the bedrock of our literacy programs.” P. 209.
Quote: “When we began
work with Bob, he was confusing reading levels [of text] with reading needs,
and he was assuming that finding the correct level would move his children
along. He was aware that there were problems with this small group, but his
data told him the children were on the same level, and, as such, could be
taught the same way from the same materials.” P. 121.
Quote: “While guided
reading using leveled texts provides many opportunities for learning, it also
has the potential to limit children’s exposure to challenging and
grade-appropriate learning experiences.” P. 214.
Comment: Assuming that assigning reading levels means
teaching the same thing to all the students in the group makes the complex
reading experience too simple. In fact, we have to acknowledge that what
individuals need is not the same thing as using reading levels to make reading
instruction easier. Grouping has its advantages, but the individual reading
needs of individual students must also be of concern. Limiting diagnosis to
reading level deprives the instructor of information about the complex needs of
each student. RayS.
Title: “Let’s Start
Leveling abut Leveling.” K Glasswell and M Ford. Language Arts (January 2011),
pp. 208-216.
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