Leveled Reading and Engagement with Complex Texts

Autor/in	Hastings, Kathryn
Titel	Leveled Reading and Engagement with Complex Texts
Quelle	In: Reading Improvement, 53 (2016) 2, S.65-71 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Reading Materials; Learner Engagement; Common Core State Standards; Decoding (Reading); Reading Instruction; Reading Achievement; Reading Comprehension; Reading Fluency; Reading Improvement; Reading Strategies; Vocabulary; Reading Programs; Teaching Methods; Reader Text Relationship; Reading Difficulties; Difficulty Level; Reading Skills; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Dekodierung; Leseunterricht; Leseleistung; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Reading difficulty; Leseschwierigkeit; Schwierigkeitsgrad; Reading skill; Lesefertigkeit; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The benefits of engaging with age-appropriate reading materials in classroom settings are numerous. For example, students' comprehension is developed as they acquire new vocabulary and concepts. The Common Core requires all students have daily opportunities to engage with "complex text" regardless of students' decoding levels. However, current leveled reading practices espouse using texts at students' instructional or independent level. As a result, some readers with decoding issues progress through school lacking opportunities to engage with challenging text appropriate to their age and cognitive level. Consequently, this becomes a social justice issue as it promotes disengagement in learning and increases school dropout rates. Hence, this article examines research on leveled reading practices using the framework of "the dual commitments" (Raphael, Florio-Ruane, George, Highfield & Hasty, 2004) to provide two researched-based strategies that support students with decoding issues access to age appropriate texts. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01