Shanahan on Literacy Rejecting Instructional Level Theory
Aug 23, 2025
The discussion challenges the conventional belief that students learn best from leveled books. It highlights a crucial shift towards grade-level texts, emphasizing their importance for college readiness. Research reveals that students perform better when exposed to challenging materials. Evidence against traditional instructional level theory is examined, showcasing its lack of robust support. The podcast also underscores the vital role of teachers in driving student success rather than relying solely on minimal support models.
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Common Core Promotes Grade-Level Text
- The Common Core rejects the idea that students must read only texts matched to an 'instructional level.'
- It instead expects students to engage challenging, grade-level texts with appropriate scaffolding.
Text Complexity Predicts College Readiness
- ACT found performance on complex text best differentiates college-ready students from others.
- Text complexity, not question type, explains most differences in reading performance.
Teach Text Features, Not Question Drills
- Teach students to handle sophisticated vocabulary, organization, and author purpose while they read challenging texts.
- Focus instruction on text features rather than drilling question types.
