The Science of Text Levels

In this webinar, Timothy Shanahan examines how the most widely used approach to teaching reading has prevented American children from reaching the highest levels of reading. Since the 1940s, teachers have been told that kids make the most learning progress when they are taught at their instructional levels or their reading levels. This has led to a panoply of reading tests, book leveling systems, and small-group instructional routines. Here, Shanahan summarizes the research showing that this approach limits reading achievement rather than maximizing it, and explains why this couldn’t possibly work. What’s the alternative? This presentation will provide practical guidance on how reading should be taught if we want students to read as well as possible.

$15