The term ‘reading levels’ in a broad sense means a degree of reading accuracy, fluency, comprehension on a text with specific guidelines within a given reading system. Organizations, such as school boards, use a combination of systems to measure reading levels. Click here to for the various reading systems explained!
Why schools use leveled readers:
Leveled readers are used so that teachers can match children with books that are ‘just right’ for the reading skills they have. If a book is too easy, there will be no opportunity for teaching children the problem solving necessary to challenge them to continue to grow as readers.
If a book is too hard, a child spends so much time and effort struggling through difficult words or passages that all meaning and enjoyment is lost. Leveling depends on a number of factors, and each level gradually gives the reader more of a challenge in a developmentally appropriate sequence.
A word of caution:
Kids who struggle with reading, or simply have a slower start, know it. The more people discuss reading levels, the more children fixate on the numbers. I’ve known many children who read well above grade level, but wanted to be in a particular child’s level, or at a certain number. Levels can be a great source of anxiety and detract from actual reading!
Imagine walking around with the size label on the outside of your jeans, and hearing your friends’ parents discussing it at the bus stop. Attention to book levels does not serve children well because it always ends up feeling like a competition to someone. Children only pay attention to the levels on the books or realize their significance if others deem them important.
Here’s what helps:
Sending the message that people read for real purposes (instructions to learn how to do something, stories for enjoyment or research for needed information) is easy, just by reading in front of the kids!
Ignoring or casually shifting reading level talk rather than firmly shutting down a conversation tends to draw less attention. Questions or concerns can then be brought up with the teacher privately.
While there are many great leveled books out there, enjoying print means playing some reading games or listening to a great book that’s above the child’s own reading level, too. Part of teaching children about reading is teaching them to look at the benefits of it over a lifetime and creating great memories, now.
Does your child talk about reading levels? (Levels are not marked on the readers below!)
Sam says
July 3, 2014 at 6:15 pmOh, no. All us moms talk about the levels in front of the kids. No wonder they always flip the books over and talk about them too! It’s like a competition! My daughter is always trying to keep up with the famous blue group in her class! So glad I read this. I’m telling the other moms. Thanks.
thatfunreadingteacher says
July 4, 2014 at 7:53 pmThank YOU for the positive feedback! When I taught grade one, I used to frequently change what I called the groups, and did some mixed ability grouping at times, too. If we all work together and keep the kids focused on enjoying stories, we’re on the right track!
Jennifer O. says
May 12, 2015 at 10:11 pmThanks for this post! I totally agree! This year I am letting students read whatever they want and they are actually reading. Sometimes they read books I think are too easy for them, but then later they will be reading books at their level. We share what we are reading and recommend books to each other. I am planning to eliminate leveled baskets in my classroom library now. I will only use the levels for selecting texts for reading groups.
thatfunreadingteacher says
May 27, 2015 at 10:45 amThat’s great, Jennifer. Those easy books are so good for their self-esteem. I teach primary special education now and take my grade threes (who want to) to read their easy / familiar books to kindergarten students one recess a week. They are finally the ones who are the good readers and the change in their self-esteem is palpable. I love what you are doing and hope more teachers do it. Levels are for adults.
Deborah Burton says
November 17, 2018 at 10:16 pmThank you so much for this great article. I am a Mom of a 6 year old who is younger than alot of her class and is having a slower time picking up reading. The article was spot on . My daughter is aware that she reads at a “lower leverl” than her peers and feels badly about it . The [pressure she is under is not only from peers , but teachers and educators and ever testers/proctors whose frustration she has picked up .
I don’t want to add to that pressure. As her Mom I will be trying hard now not to label books by levels or letters but just help her to enjoy reading .Thanks so much !
thatfunreadingteacher says
December 16, 2018 at 12:49 amI’m happy to hear that it was helpful, Deborah! Many kids do know, often before they’re finished kindergarten, what the ‘status’ is. You’re right to mention your daughter’s age. Months matter more developmentally when kids are really young! Enjoying new and familiar stories through laughter, fun and even trickier emotions are the gateway to planting a solid sense of how stories work, language structure, new vocabulary and the benefits go on. Levels are for grown ups. Thanks so much for your comment.