Abstract:
A student will typically progress through a gradient of difficulty in texts as they learn to read. The expectation is to be reading at the Green level of the Ready to Read series at six years old. This exploratory sequential mixed method study investigated evidence teachers report using when making decisions about text levels for instructional reading lesson with five to six year olds. The first phase involved an exploration of the evidence teachers might use. Qualitative data was collected from semi-structured interviews with four literacy experts. Analysis and interpretation of the data resulted in themes and variables to inform an online survey. In the second phase, teachers (N =29) completed an online survey. The analysed quantitative data were reported in the themes identified in the first phase. The data sets were then merged to explore the ways and extent to which the findings from the teachers expanded on the findings from the literacy experts. Data revealed teachers used evidence from a number of sources, some more frequently than others. Teachers primarily used evidence from observations and Running Record assessments. Interpretations of Running Record assessments varied but the need to select text at an instructional level was understood. Teachers believed scaffolding was needed when the student initially experienced difficulty on text at a higher level. They varied in their belief for the need to scaffold all students with increased gradients of text difficulty. Teachers differed on how long students should read Magenta level texts but agreed that students should be reading at the expected level of Green by six years old. Teachers reported discussions with colleagues about expectations, reading progress, and sometimes text choices. Finally, teachers’ responses were interpreted in relation to findings from the literacy experts and the literature review. The possible impact of teachers’ personal beliefs and professional knowledge on the interpretation of evidence in decisions about text levels for instructional reading with students in the first year at school is noted. An implication for teachers is that evidence and the subsequent interpretations are important to reflect on as they impact on instructional practices that support students up a gradient of difficulty in text.
