Reading A-Z resources organized into weekly content-based units and differentiated instruction options.
The best-in-class, proprietary Learning A-Z Text Leveling System was
developed over ten years with input from teachers and instructional experts.
Thousands of books, ranging in difficulty from simple sentences to complex
novels and academic texts, were put into the system to create developmentally
appropriate levels for students.
The leveling criteria used by the Text Leveling System accurately and
reliably measure text complexity to support differentiated instruction.
Our Text Leveling System follows the guidelines for determining
text complexity outlined in the Common Core State Standards (CCSS). The Standards call for
an evaluation of student reading materials in three areas of text
complexity: qualitative measures, quantitative measures, and reader and
The Spanish Text Leveling System takes into account the unique features of the Spanish language. The leveling
criteria was adjusted and modified accordingly in order to create accurate levels for students learning to read
To accurately level a text, both quantitative and qualitative
measures must be taken into account. Most other leveling systems
give information about the quantitative measures of a text, such as
sentence length, word count, number of syllables, and so on, and
rely on teachers to evaluate the qualitative measures, such as
illustration support, concept load, text organization, etc.
The Learning A-Z Text Leveling System looks at both quantitative
and qualitative measures to determine the level of a text. Also,
with our Level Correlation Chart
it's easy to place students into books measured by other leveling systems.
Every text assigned a Learning A-Z level goes through a strenuous review process to ensure accurate and reliable leveling results.
Qualitative measures are text attributes that can only be evaluated by a
human reader. These include factors such as the author's purpose, the
levels of meaning, structure of the text, language conventions, language
clarity, knowledge demands, and the complexity and importance of visual devices.
The Text Leveling System takes into account the following qualitative measures:
Quantitative measures are statistical measurements of text. These include
factors such as average sentence length, number of syllables per word, and the total number of different words.
Reading A-Z's leveling criteria take into account the following quantitative measures:
Consideration of the reader and the reading task is the final component of
text complexity as outlined in the Common Core Standards. Each reader brings
different skills, background, and motivation to the act of reading. For
example, a student who is interested in the topic of a particular book is
likely to bring more background knowledge to the reading task and to be motivated to learn more about the subject.
Reader and task considerations are something teachers must evaluate for
themselves. No leveling system can encompass these considerations because
they depend upon the circumstances of each student in relation to each
particular book at the time of reading.
By evaluating the qualitative and quantitative criteria accurately and
reliably, the Learning A-Z leveling system frees teachers to focus their
energy and attention where they are most needed—on the reader and task
considerations that affect their individual students.
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