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What If 'Just Right' Is Just Wrong? The Unintended Consequences of Leveling Readers.

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Title: What If 'Just Right' Is Just Wrong? The Unintended Consequences of Leveling Readers.
Authors: Hoffman, James V.
Source: Reading Teacher. Nov2017, Vol. 71 Issue 3, p265-273. 9p. 2 Color Photographs, 1 Black and White Photograph, 1 Diagram.
Subjects: Reading (Elementary), Reading promotion, Reading motivation, Exposition (Rhetoric), Guided reading
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: What If 'Just Right' Is Just Wrong? The Unintended Consequences of Leveling Readers.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2017
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