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Discuss Leveled Literacy Intervention and the LLI supporting resources.

Accuracy change for Levels L - Z Messages in this topic - RSS

KathyC
KathyC
Posts: 1


9 days ago
KathyC
KathyC
Posts: 1
I am curious to the reasoning behind the higher accuracy required in levels L-Z for student to be an independent reader.
98%+ Independent
95-97% Instructional
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 330


8 days ago
KathyC wrote:
I am curious to the reasoning behind the higher accuracy required in levels L-Z for student to be an independent reader.
98%+ Independent
95-97% Instructional


There was a similar question 3 days ago.

The behaviors shift over time across each level. After about level E, readers are expected to "read with fluency unless the text is clearly too hard." (BAS1 3rd ed. p. 37) Starting at Level L, self-correcting behaviors are no longer overt so we only report the number rather than the ratio. Readers at Level L are doing much more work inside their head which is faster more efficient processing.

Look in the Literacy Continuum for Levels K and L to see some of the specific behaviors that shift at that point. Students are shifting from high frequency word work to automatically recognizing a large number of words and quickly applying word-solving strategies to more complex words. Students should have systems in place for searching for an using multiples sources of information to monitor, solve, and correct (there are no new or red bullets in those sections from K-L). Students should be reading fluently with more accuracy on-the-run, without much rereading (reread occasionally). These kinds of behaviors mean students are reading more words in text, are processing more quickly, and should be reading with a higher percentage of accuracy.


Best wishes for success!
Debbie
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