When communicating to parents, use clear indicators of a student’s processing abilities such as understanding, word-solving abilities, accuracy or fluency. (continue reading)
Rather than reporting levels to parents, use language like: reading at, reading above, or not yet reading at grade-level expectations. (continue reading)
Levels have a critical role in the hands of teachers who understand their complexity and use them to make good decisions in instruction. But levels are complicated! (continue reading)
We believe, and have always believed, that reading levels are a valuable tool for teachers, and should not be used as a label for the children we teach, but rather should be used to make good decisions in instruction. (continue reading)
