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Small books containing a combination of text and illustrations are then provided to educators for each level. [3] While young children display a wide distribution of reading skills, each level is tentatively associated with a school grade. Some schools adopt target reading levels for their pupils.
Since teachers, parents and students use readability levels to select books, this may discourage students from reading the book as the student is under pressure to earn Accelerated Reader points during the school year. Although, students can take tests and earn points for books at any ATOS level.
The study found that the students could read texts at their assigned Lexile scores (93%), but also noted that 43% of the sampled books were below a basic standard for 2nd grade. Mesmer concludes that "Lexile scores and book levels may not help teachers in finding books that can be read fluently" and lists the cost of using the Lexile inventory ...
Gay Su Pinnell (born June 28, 1944) is an American educational theorist and a professor emerita at the School of Teaching and Learning at the Ohio State University.She is best known for her work with Irene Fountas on literacy and guided reading, a teaching framework that laid the groundwork for the Fountas and Pinnell reading levels.
At the college education level the reading and writing connection is often overlooked. The two are addressed in separate curriculums. [83] However they are intertwined with each other. [84] The curriculum in K-12 education focuses on the connection between reading and writing, but this focus shifts once students get to college.
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