We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Revisiting Key Assumptions of the Reading Level Framework.
- Authors
Halladay, Juliet L.
- 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.
- Subjects
READING level of students; READING comprehension; READING interests of students; INDEPENDENT reading; ORAL reading; SILENT reading; FRUSTRATION; TEACHING methods
- Publication
Reading Teacher, 2012, Vol 66, Issue 1, p53
- ISSN
0034-0561
- Publication type
Article
- DOI
10.1002/TRTR.01093