Leveled Texts
This term describes how difficult a book is to read.
What is text level?
This term describes the dynamic process where teachers adapt instruction based on continuous student observation.
What is responsive teaching?
This foundational scholar insisted that literacy difficulty must be addressed through early, individualized teaching rather than postponed intervention.
Who is Marie Clay?
These books allow students to build fluency and feel successful without teacher help.
What are independent level texts?
In Reading Recovery, this instructional level is used to extend student competencies, but only works effectively when paired with this.
What is teacher support?
The longitudinal study by Juel (1988) found that children who struggle with reading in first grade tend to retain this status through which grade?
What is fourth grade?
According to Briggs and D’Agostino, this method enables a valid, research-backed gradient of texts used in instructional decisions.
What is multidimensional text leveling?
Clay emphasizes that early interventions must include this type of instruction, which adapts in real time to the child's literacy behaviors.
What is diagnostic teaching?
Clay’s work emphasized that preventing literacy failure requires integration of three major components. Name two.
What are rich preschool experiences and strong classroom instruction? (or early intervention)
This learning consequence, associated with frequent exposure to texts beyond a child’s capacity, can lead to disengagement and long-term reading avoidance.
What is learned helplessness?
According to the framework, students with limited literacy backgrounds benefit most from opportunities designed to foster this language domain.
What is oral language development?
Clay emphasized that classroom teachers must design literacy instruction that is not only rich but also does this to meet diverse learner needs.
What is adapt instruction based on observed literacy behaviors?
This concept emphasizes that books are categorized—not children.
What is "Books are leveled, not children"?
This instructional mistake risks cementing learning gaps by delaying support until children fail.
What is the wait-to-fail approach?
According to Reading Recovery principles, why is a robust, teacher-led classroom literacy curriculum still essential even when early interventions are available?
What is it ensures sustained, equitable literacy growth for all students beyond intervention?