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What If “Just Right” Is Just Wrong? The Unintended Consequences of Leveling Readers
Author(s) -
Hoffman James V.
Publication year - 2017
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1611
Subject(s) - unintended consequences , reading (process) , literacy , psychology , focus (optics) , mathematics education , pedagogy , work (physics) , teaching method , political science , law , mechanical engineering , physics , optics , engineering
The author questions the “just right” leveling of student texts as having put limitations on students and teachers in promoting literacy. The historical background for the leveling of text and readers is described. The author identifies a number of unintended consequences associated with the use of leveling and guided reading. Alternatives to leveling and guided reading are presented, with a particular focus on work in informational texts in inquiry.