Implementation - Issues With a Leveled-Only Text Approach

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The instructional approach of matching text difficulty levels to student ability levels is not directly addressed by the Standards, but is a widely practiced approach. While all reading experts agree on the crucial role of high-volume reading in developing student reading skill, the CCSS’ emphasis on complex text challenges the notion that all instruction should be with texts at current student ability levels. High-volume independent reading must necessarily be at levels that students can read independently, and hence difficulty levels will vary by student. But the CCSS suggest a balance of high-volume independent reading with heavily-scaffolded instructional reading of more challenging text.