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ERIC Number: EJ978156
Record Type: Journal
Publication Date: 2012-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0034-0561
Revisiting Key Assumptions of the Reading Level Framework
Halladay, Juliet L.
Reading Teacher, v66 n1 p53-62 Sep 2012
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.)
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 Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A