Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f7LKHhf10788; Tue, 21 Aug 2001 16:17:43 -0400 (EDT) Date: Tue, 21 Aug 2001 16:17:43 -0400 (EDT) Message-Id: <7ADB45B391BF714283550310C8251A2F19B6BD@exchange1.sos.state.mo.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: "Jones, Karen" <jonesk@sosmail.state.mo.us> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3585] a question about what "grade level" really is X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 1204 Lines: 26 I'm involved in discussions about the importance (or not) of children reading "on grade level" and what should be done if they read "below grade level." I haven't found any easily accessible material explaining just how the "grade level" standard is determined. I'll keep looking, of course, but in the interim I'm hoping someone on the list might be able to connect me with an answer. Is "grade level" a somewhat arbitrary standard set by textbook companies and test creators that has gained acceptance over long use? Is it readily definable apart from curriculum materials? Is it criterion referenced and if so how and when were the appropriate criterion for an age range determined? OR is "grade level" an average of some sort based on the accomplishment of a norming group? Was there ever a time when most children were reading "at grade level"? Johnny already couldn't read in the 50's, and today schools have many students with risk factors who were pretty much ignored until the 60's and 70's. I'll keep looking for information and share it when I find it if anyone else is interested, but I would appreciate any good timesaving references and insight any of you have. Karen Jones
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