Finding the Reader’s Level
Reading Level Development
Reading level development-paths are for use with students who have attained some early reading strategies. If these strategies haven’t yet been attained, we recommend starting with our miniRAINBOWs series first.
We define ‘early reading strategies‘ as – students should:
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know where to start reading, which direction to proceed and how to make a return sweep when reading
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have well established one to one word matching i.e. voice and finger on the same word and be beginning to read familiar texts fluently without pointing
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be able to recognise some basic high frequency words and letters and be able to locate them in text
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be starting to check (or monitor) their reading – i.e. noticing when there’s a problem, for example stopping at an unknown word or stopping because it doesn’t make sense and using known words to confirm when it’s right
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be attempting to self-correct, using known words, letters, meaning and sentence structure, and trying to fix it up by re-reading, searching the picture for meaning, locating known words and letters etc.
If students hold ‘early reading strategies’ you can assess their reading level by using either:
Running Records:
With running records, a students “error rate” (E) is calculated – the number of words unable to be read incorrectly.
If a reading level is found to be:
- Easy (95-100% accuracy) then a higher level could be considered
- Instructional (90-94% accuracy) then the level is likely appropriate
- Hard (<90% accuracy) then an lower level could be considered
Good comprehension (understanding of the stories) should also be attained at easy and fairly well at instructional levels.
We are providing running records of each level so reading level may be assessed.
The sheets provide a place to record the student’s name, age the date and who the recorder (tutor/teacher) is.
Also, if the student has heard, seen unseen the text before.
NOTE: Unseen and unheard text is the best indicator of how a student can be expected to manage other unseen text at the same level. Text already seen &/or heard should only be used when checking if the level is manageable for the student.
Advanced tutors also record:
The number of self-corrections (though not counted in the error rate), working out a ratio:
S.C. 1: (per how many words)
During errors (E) and self-correction (SC), the cues the student appears to have used when faced with a difficulty may also be recorded:
- meaning (M)
- structure (S)
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visual (V)
Notes can also be made about if there were:
- Finger points
- Voice points (sounds robotic)
- Good Fluency
- Monotone voice
- Expressive voice
Guide:
Please note:
These are suggestions only as many factors, some exclusive to the individual student such as interest and background knowledge, affect the readability of books. Teachers should use their knowledge of the students and the books to guide their recommendation of titles to different students.
CLOZE Activities
Teacher’s Manual & Free Student Handbook
As no one can predict what the future will bring and in the interest of saving you the cost of an updated manual, wherever tapes are mentioned in your manual, please replace with CD, mp3 player, reading pen or supersonic audio transducer, as appropriate.
Please be assured it is the audio “component” (in whatever format) providing the support and model to the student, that is critical to the progress that the students make.
Handbook Downloads:
For a FREE updated version of the Student’s Handbook please download the file below:
Download the Free Student’s Handbook (PDF)
Please feel free to make copies of the handbook for use by students in your school.