Matching Readers to Instructional Materials
Andrea Winokur Kotula · Topics in Language Disorders · 2003
The matching of students with language learning disabilities and dyslexia to appropriate reading materials is discussed, and formal and informal methods are presented for determining reading levels for accuracy, fluency, and comprehension instruction and practice. A brief history of classic readability is introduced and the DRP→BookLink CD-ROM, Spache Readability Formula, New Dale-Chall Readability Formula, and the Qualitative Assessment of Text Difficulty is discussed and their application demonstrated in profiles of students requiring reading material at a third-grade level for accuracy, a fifth-grade level for fluency, and a sixth-grade level for accuracy, inferential thinking, word meanings, and conceptual knowledge.