Distinguished Scholar Presentation by Timothy Shanahan at the Research in Reading and Literacy SIG Business Meeting

Session Type: Business Meeting

Abstract

For more than 70 years, educators have espoused the idea that students should be taught reading at so-called “instructional levels.” If texts are too easy or too hard, then – according to theory – students would fail to accomplish optimum gains. It is also claimed that if students are taught reading from texts that they can read with relatively high degrees of fluency and comprehension, learning will be successful. This approach has been widely embraced in the reading, special education, and bilingual education communities, and is widely implemented in classrooms. This presentation will explore the history of the “reading levels” concept, will critically examine its current empirical basis, and will suggest an alternative theory more in line with extant data.

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Wayne H Slater, University of Maryland

Speaker

• Timothy Shanahan, University of Illinois at Chicago

Discussant

• Sarah M. Lupo, James Madison University

Officers

• Francine C. Falk-Ross, Pace University

• Rosalind Horowitz, University of Texas - San Antonio

• Mitzi Berryhill, Louisiana State University

• Kim Skinner, Louisiana State University

• Catherine A. Lammert, Texas Tech University

• Jennifer Theriault, University of Findlay

• Huy Duc Nguyen, Louisiana State University

• Meagan Ann Hoff, Collin College

• Emily M. Rodgers, The Ohio State University