Making Too Much of Estimates: Levels, Readability Formulas, and Decodability in Helping Readers Find the “Right Book”

ABSTRACT

The historical terminology around book leveling in reading education is unclear at best and confusing or misleading at worst, obscuring the actual role of quantitative levels and rankings as estimates when matching books to readers. This article recognizes the role of children’s librarians as educators who need clarity, understanding, and practical applications of “leveling,” “readability” and decodability systems to perform proficiently and comprehensively when advising readers about book selection.

KEYWORDS:

• Book readability
• reading levels
• book schemes
• decodable text
• reading difficulty

Disclosure statement

No potential conflict of interest was reported by the author(s).