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Leveled Texts: Leveling the Playing Field or Sidelining Some Readers?
Thu, November 29, 1:15 to 2:45pm, Renaissance Indian Wells, Floor: Terrace Level, Valencia 5Session Submission Type: Symposium
Abstract
Matching readers with appropriately leveled texts is a longstanding practice at the elementary level and one growing in popularity at secondary levels. The three studies in this symposium examine assumptions related to text leveling. In two studies, the progression of levels assigned to texts is examined relative to central variables within the Guided Reading Levels model. The third study examines the effects on comprehension from an intervention where students read either “challenging” or “accessible” texts.
Content Area
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Discussant
Individual Presentations
What about the Words? Quantifying the Theory of Leveled Texts - Laura Tortorelli, Michigan State University; Elfrieda H Hiebert, TextProject; Kristin Conradi Smith, William & Mary; Steve Amendum, University of Delaware; Sarah M. Lupo, James Madison University
Matching readers and texts: How well do benchmark texts represent instructional texts? - Elfrieda H Hiebert, TextProject; Laura Tortorelli, Michigan State University; Kristin Conradi Smith, William & Mary; Steve Amendum, University of Delaware; Sarah M. Lupo, James Madison University; Devin Kearns, University of Connecticut
Short, Easy Texts: Can They Shortchange Comprehension? - Sarah M. Lupo, James Madison University; Laura Tortorelli, Michigan State University