n Mousaion - Texts for guided reading : selecting books with an appropriate gradient of difficulty

Volume 29, Issue 3
  • ISSN : 0027-2639



This article discusses observational data obtained from research projects in the Western Cape which indicate that children are often given books to read that do not support their reading development. The data suggest that teachers need more information on leveling texts according to a gradient of difficulty. After briefly discussing two approaches to establishing gradients of difficulty in texts, the article proposes that the "little books" concept was an important breakthrough in designating difficulty levels to books. It recommends that teacher education models should include courses on evaluating gradients of difficulty in texts. In addition, the article suggests that teacher education models should include school and university partnerships. It concludes by stating that more research is needed to develop a common leveling system for local schools, which is comparable to international text gradients.

Loading full text...

Full text loading...


Article metrics loading...


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error