In this article, the authors propose a revised way of thinking about reading levels, one that promotes a wider and more flexible view of teacher decision making about the use of leveled texts in classrooms. They share five key principles to consider when looking at the use of instruction that involves matching leveled materials with readers.…

Reviews recent research suggesting that teachers may unintentionally perpetuate social class stratification during reading instruction. Explores possible solutions to the unequal treatment of social classes during reading instruction. (HTH)