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.