Abstract
ABSTRACT The historical terminology around book leveling in reading education is unclear at best and confusing or misleading at worst, obscuring the actual role of quantitative levels and rankings as estimates when matching books to readers. This article recognizes the role of children’s librarians as educators who need clarity, understanding, and practical applications of “leveling,” “readability” and decodability systems to perform proficiently and comprehensively when advising readers about book selection.
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