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.…

Examines teachers' decisions to make adjustments in their preplanned discussion routines to better facilitate students' comprehension of previously assigned content area materials in terms of how texts figured into those decisions. (FL)