I came across this blog post the other day as I was poking around, looking for more information on leveled texts. The line that struck me was:
“Background knowledge is a bigger predictor of reading comprehension than reading level.”
I’ll be curious to hear what you observe in your kindergarten and elementary placements: Are leveled texts being used? How? Is there space (or how can we make space) for student interest and knowledge in matching kids with books?
On that note, one of my new, favorite professional books is Reading Ladders: Leading Students from Where they Are to Where We’d Like them to Be, by Teri S. Lesensne.