Reader-Appropriate Text

Every reader struggles on some type of text. If you are a teacher or parent, we hope that you find the text on this website easy to read and understand. However, you may experience difficulty when you try to comprehend the IRS tax code, the text of proposed legislation, or a medical textbook. Every reader struggles with some form of text. We improve our reading confidence, motivation, and abilities when we read relatively easy or appropriately challenging texts.

Finding a text that matches the reader is one of the most important things you can do to help struggling readers improve their confidence and gain proficiency in reading. Asking students to read "grade-level" texts before they are ready is likely to be counterproductive - and to result in frustrated students, parents, and teachers. Use books and other reading materials that your students can read successfully and that match their interests.

Levels of Appropriate Challenge

A good rule of thumb for fluency work is that student should read with about 95% accuracy, or one miscue per about 20 words. Gradually and gently nudge them to increasingly challenging texts when they are ready.

In 1946, Betts found that fourth graders appeared to learn more when they read texts with relatively low error rates. He is known for establishing criteria for three levels of difficulty. These criteria (slightly adapted) are:

Independent level texts are texts that children can read successfully with little or no instruction.

• Accuracy: 95-100% (less than 1 miscue every 20 words)
• Fluency: phrase-by-phrase with expression
• Strong comprehension (90%)
• Purpose for reading: fluency, confidence, motivation, enjoyment, expression, comprehension

Instructional level texts are slightly challenging but accessible with support and instruction.

• Accuracy: 90-97% words correct (approximately 1 error per 20 words)
• Fluency: phrase-by-phrase
• Good comprehension (75-90%)
• Purpose for reading: word identification strategies, comprehension, self-monitoring

Frustration level texts should generally be avoided. Frustration-level text may hinder fluency, motivation, and comprehension.

• Accuracy: less than 90% (about 1 word in every 10)
• Fluency: word-by-word
• Poor comprehension (below 75%)
• Purpose for reading: Students are interested in the topic and/or have prior knowledge and experience that will support their reading (see paragraph about interest below).

How reading appropriate text can support fluent, meaningful, enjoyable reading

It's important to read books that "fit" the reader. There is broad consensus among reading educators that students benefit most from books that fit their skill level (e.g., Allington, 2000; McGill-Franzen, 1993; Roller, 1996). Too often, less proficient readers are asked to read reading materials that are too difficult. This may have a negative effect on their motivation, interest, and overall skill in reading. Stanovich (1996) called this "the Matthew effect," that is, the rich get richer and the poor get poorer. In contrast, when student read text appropriate text, they make fewer errors, focus more on fluency and comprehension, and are more likely to make a more sustained effort. The text guidelines above can be one way to help students find texts that will help them grow as readers.

Student interest is important. Another important aspect of selecting appropriate text is the reader's interests and prior knowledge and experiences (Worthy, 1996). When a student is really interested in or knows a lot about a topic, he or she may "transcend" their reading level (Worthy & Sailors, 2001). For example, a student who knows a lot about automobiles may be able to read a vehicle repair manual even though it may be written well above his or her "reading level." Students should never be restricted solely to books on their "level." Instead, talk with students about different purposes for reading different texts. Help them learn how to select appropriate texts (see below) and give them lots of opportunities to read diverse texts.

Teacher Tips

Teach kids how to select books using:

• The Five Finger Rule
• Goldilocks' Guidelines (not too hard, or too easy… but just right)
• Note: The "Five Finger" rule is a general guideline for helping beginning readers learn to self-select books for independent reading. Sometimes "too easy" or "too hard" books may be appropriate for a child, depending on their interest, prior knowledge, or goals for reading. "Too easy" books may be great for fluency practice, and "too hard" books may contain interesting information, with pictures to support reading.
• The 5 finger rule may not work as well when students select books with denser text or chapter books. Encourage them to consider their prior knowledge about the subject, their familiarity with the author's writing style or characters (if in a series), interest, or supportive text features.

How do you help students learn to select appropriate texts in your class? Submit your ideas here!

Resources and Links

Websites

Five Finger Rule -- printable poster
http://www.bow.k12.nh.us/spangler/five_finger_rule.htm

Goldilocks' Method
http://www.booknutsreadingclub.com/goldilocksrule.html

Articles

A matter of interest: Literature that hooks reluctant readers and keeps them reading by Jo Worthy. The Reading Teacher (1996), Vol. 50, No. 3, pp. 204-212. www.reading.org

References

Betts, E. A. (1946). Foundations of reading instruction. New York: American Book Co.

Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-40.

Worthy, J. (1996). A matter of interest: Literature that hooks reluctant readers and keeps them reading. The Reading Teacher, 50(3), 204-212.

Worthy, J. & Sailors, M. (2001). "That book isn't on my level": Moving beyond text difficulty in personalizing reading choices. The New Advocate, 14, 229-239.