Thomas B. Fordham Institute – Kathleen Porter-Magee
“Common practice and conventional wisdom among many literacy experts suggest that the best way to help improve student reading comprehension is to assign “just right” texts—those that are pitched at a student’s instructional reading level. The theory is that you want to challenge students to read books that are just hard enough to push their comprehension, but not so difficult that they’ll throw up their hands in frustration. A new book published by the International Reading Association and written by Douglas Fisher, Nancy Frey, Diane Lapp provides yet more evidence that the focus on “just right” books may in fact be undermining student learning in three critical ways:” (more)