ABSTRACT
Reading levels are ratings of text difficulty based on the complexity of words, grammar, sentences, and narrative structure. The reading accuracy and comprehension goals are not derived from student performance, and the notion of matching levels is a guideline based on assumptions not evidence. Texts below reading level develop confidence and fluency in reading, whereas texts above reading level result in greater growth than texts matched to reading levels. In fact, with the exception of kindergarten and first grade where decoding is the priority, the greatest reading growth comes not from reading texts at the instructional level, but at the frustration level. The effects of prior knowledge and inherent interest in a topic are as or more important than matching reading levels. Prior knowledge enables students to draw on their knowledge to fill in gaps in comprehension, and inherent interest gives them the motivation to push through when the reading gets tough.
