When the curriculum is one dominated by knowledge transmission, an inordinate stress is placed on the literacy levels generally and the reading level in particular of pupils.
This is so obvious that it is a truism. Unfortunately, like many truisms, it is paid lip service but learning experiences are not often built to be appropriate to the reading level of each individual child in the class.
Worse, children develop sophisticated avoidance strategies to mask their difficulties in reading.
I was therefore grateful to Dianne Murphy for this timely reminder of the importance of reading levels in learning. Dianne is the co-founder of Thinking Reading.