Karen S. Johnson-Blog Post #2--"When Levels and Learning Clash: Moving from Levels to Supports in Designing Instruction"

Karen S. Johnson—Blog Post #2

“When Levels and Learning Clash:  Moving from Levels to Supports in Designing Instruction”

          As I am sitting here writing this blog about an article that questions the effectiveness of having children read books only on their level,  I see the many baskets of leveled books in my own classroom sitting side-by-side with the few baskets of books that I have which are not leveled by ability.  The author of the article makes a very convincing argument as to why children should be offered a variety of books that are not necessarily on their levels.    Children should be encouraged to explore books.  Leveled readers (if that’s all a student has access to and is allowed to read) may hamper that child’s reading ability because the goal, according to the author, is for students to  become independent readers with teachers focusing on comprehension instruction as opposed to reading fluency.  Because a child can read a piece of literature phonetically, it doesn’t translate into the child being able to comprehend what he/she has read.

     The author mentions several things teachers can do to increase comprehension without relying solely on leveled readers.  The author suggests using mini-lessons to teach children how to use illustrations, chapter leads, and the table of contents to assist “transitional readers” in understanding literature that is above their reading levels.

     I agree with the author of the article and definitely see the importance of children being able to have access to books that are above their reading ability.  Giving students books only on their levels will not encourage students to become life-long readers.  It will have the opposite effect and children will feel that reading is work and not something to be enjoyed.