Explore Leveling Frameworks
There are a wide variety of “leveling systems” that are commonly used to identify a student’s reading ability. There is no need for you or your staff to become an expert in each of these frameworks, but it will be useful to review some of the ways in which schools commonly communicate the level at which a child can comfortably read text. That way, you can present the student with “just right” text, rather than present material that might be too easy or too difficult.
The majority of schools will utilize one of the four leveling frameworks listed below. We encourage you to find out which framework the schools in your community use and review the Leveled Text Chart to explore how various frameworks describe reading level associated with children in grades K-12.
Guided Reading is based on the standards developed by Irene Fountas and Gay Su Pinnell in "Matching Books to Readers, Using Leveled Books in Guided Reading," (Heinemann, 1999), "Guiding Readers and Writers Grades 3-6" (Heinemann, 2001) and "The Fountas and Pinnell Leveled Book List" (Heinemann, 2006).
Developmental Reading Level Assessment
The Developmental Reading Level Assessment, developed by Joetta Beaver and published by Celebration Press in 1977, is a method of assessing and documenting achievement within a literature-based instructional program.
Reading Recovery, a registered trademark of The Ohio State University, creates a set of standards and guidelines. Developed by Marie M. Clay in the 1970s as a short intervention program, it helps low-achieving first graders with one-on-one tutoring.
The Lexile Framework for Reading is an educational tool that uses quantitative methods, based on individual words and sentence lengths, to determine the difficulty level of text. Lexile© measures were copyrighted in 2011 by MetaMetrics, Inc., and appear by permission, with all rights reserved. Lexile and related marks are registered trademarks of MetaMetrics, Inc.
- 2Key Terms
- 3Literacy Diagram
- 4Literacy: A Cornerstone of College and Career Readiness
- 5Literacy Skills Develop Over Time
- 6“Texts” Come in All Shapes and Sizes
- 7Literacy: An Evolving Set of Skills
- 8Oral Language and the Reading Connection
- 9Unlocking Meaning: Vocabulary is the Key
- 10The Vocabulary Gap
- 11How Do Reading Skills Develop?
- 12How Do We Become Good Readers?
- 13Five Components of Reading
- 14Phonemic Awareness
- 19Comprehension — Putting the Pieces Together
- 20Developmental Stages of Reading
- 21Stage 1 — Visual Cue Word Recognition
- 22Stage 2 — Phonetic Cue Word Recognition
- 23Stage 3 — Controlled Word Recognition
- 24Stage 4 — Automatic Word Recognition
- 25Stage 5 — Strategic Reading
- 26Stage 6 — Proficient Adult Reading
- 27How’s My Reading?
- 28The Power of Writing!
- 29How Writing Skills Develop
- 30Why Literacy Is Important
- 31Preventing Summer Learning Loss
- 32Literacy Everywhere
- 33Deepen Your Understanding
- 34Listen to Students Read Aloud
- 35The Value of Good Questions
- 36Motivation — A Key to Promoting Positive Reading Behaviors
- 37Literacy Skills Affect Future Success and Civic Participation
- 38Learn More Library
- 41Check for Understanding