Choosing the Right Books
To match a reader with a book, a teacher needs both science and art. Let's begin with the science.
A child's reading ability can be measured with standardized tests, running records or a quick reading inventory. Usually, a "grade level" will be derived from the testing instrument. For reluctant readers, the tested reading ability is often two grade levels or more below the nominal class grade level.
In general, the readability of a text should match the tested reading ability of a student, though there are many provisos in matching on this basis. Richard Allington gives these basic rules for selecting books on the basis of reading difficulty.
-
80% of all books should be at the child's independent level - one or two grades below the child's tested level - where 95% of the text is immediately readable
-
20% of all books should be at the child's instructional level - the tested level of reading ability - where 85% of the text is immediately readable and the remainder easily accessible
-
0% of all books at the child's frustration level. To put it simply: no books beyond a child's tested level should ever be assigned for independent reading or in class without teacher help.
For example, a child with a tested reading level of grade 5.2 could read ordinary grade 5 books with some teacher assistance, might be able to stretch to a grade 6 or 7 level book if there were strong motivation, but would have better success reading books with a grade 3-4 readability level if he were tackling them independently. We firmly believe that "bulk reading" of books at the independent level is essential to build reading skills and confidence.
The art of matching students to books involves all the issues not measured by standardized tests.
-
What is the student's interest in the topic or the book? A book on bicycling, for an avid cyclist, will be read even if the readability is high. Social pressure is also a factor. Reluctant readers will struggle with Harry Potter given its current popularity, or use it as a book "prop" even if they cannot read it.
-
What instructional supports are available for the student? A brief teacher introduction and a review of concepts and vocabulary will help. A discussion after each chapter helps even further. Page-by-page support from a tutor or parent can scaffold a student through very difficult text. (Though simply reading a book aloud to a struggling reader does nothing to raise his reading ability.)
-
What are the features in the book itself to assist in reading - illustrations, tables, page design?
The books in our HIP Jr. and HIP Sr. series have reading levels that vary from grade 2.2 to grade 4.0; each level quite rigorously controlled to prevent variation from page to page. While many readers do not need an exact match to the reading level of a book, it may be helpful for teachers to know which HIP Sr. titles are easiest and which are hardest.
|
Easiest - 3.0 |
Hardest - 4.0 |
|---|---|
|
Ghost House |
Street Scene |
|
Tag Team |
Caught in the Blizzard |
|
Against All Odds |
Our Plane is Down |
|
Hitting the Road |
Dark Ryder |
For ways to match readers to books by maturity or theme, click here.
