For decades, countless classroom libraries have had one thing in common: an alphabetical system of organization designed to help students find and read “just right books” at their instructional level. Whether lined up in baskets or organized under a rainbow of alphabetized notecards, these leveled libraries are often a flashpoint in conversations about effective reading instruction. Researchers say that leveled reading–sometimes referred to as Guided Reading–has no significant impact on student achievement. Yet, it sounds so intuitive for student learning, and boxes and boxes of already-purchased books are often at stake. 

So, what do leaders need to know about leveled reading? 

Inside this Knowledge List, we’ve rounded up the resources that we use every day with leaders to help them understand the research about leveled reading and its implications for their reading ecosystem. These same readings support our evidence-based belief that an effective and robust reading program does not require a traditional Guided Reading or leveled reading model.