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Predictors of Reading Recovery book levels
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DisabilityLanguage DevelopmentEducationEarly Childhood EducationReading Recovery BooksChild LiteracyReading ComprehensionChildren's LiteratureLanguage AcquisitionRecovery Book LevelsReading DifficultiesReadingPrimary EducationLanguage StudiesLanguage-based ApproachReading FailureTeacher NominationRehabilitationReading EngagementElementary Literacy ProcessesEarly Childhood LiteracyReading AssessmentPredictor VariablesLanguage Comprehension
The purpose of this paper is to determine whether predictor variables, selected from readability research and from teacher nomination, might be used to grade children’s early reading books. Two hundred Reading Recovery books were rated on five variables thought to represent ‘semantic’, ‘syntactic’ and ‘phonic’ features of text. The variables accounted for 83% of book level variance. In a cross‐validation exercise they were found to be stable and reliable. It is suggested that the data support the validity of the Reading Recovery book levels, and that the formula can be used by teachers to grade children’s early reading books.