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EJ978156 - Revisiting Key Assumptions of the Reading Level Framework

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ERIC #:	EJ978156
Title:	Revisiting Key Assumptions of the Reading Level Framework
Authors:	Halladay, Juliet L.
Descriptors:	Elementary Education; Reading Instruction; Difficulty Level; Reading Research; Decoding (Reading); Reading Comprehension; Independent Reading; Oral Reading; Silent Reading; Psychological Patterns
Source:	Reading Teacher, v66 n1 p53-62 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Date:	2012-09-00
Pages:	10
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key assumptions upon which the reading levels are based: (1) decoding accuracy and reading comprehension are closely linked; (2) independent reading requires nearly perfect oral reading accuracy; (3) oral reading performance is a reasonable proxy for silent reading behaviors; and (4) certain levels of decoding and comprehension difficulty cause frustration. For each of these assumptions, the relevant research base are summarized and implications for classroom practice are discussed. (Contains 1 table.)
Abstractor:	As Provided
Reference Count:	33

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0034-0561
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://dx.doi.org/10.1002/TRTR.01093

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