Factors to consider when Leveling books

Readability levels are based on many factors. These include print features, illustrations, text structure, sentence complexity, vocabulary, content and themes, and dialogue. Publishers use different coding systems to indicate text levels (e.g., letters, numbers, colors). These levels, however, are only approximations; leveling books is not an exact science. The various characteristics that affect text difficulty do not always occur in the same combinations across books. Also, a particular reader’s range of experiences, knowledge, and expectations will affect how challenging a text is for him or her. The qualitative dimensions of text complexity, as described in CCSS, include the factors listed below.
 
1. Print features

• Think about print—size, font, placement, pattern, and number of words per page.
• Are these characteristics consistent throughout the text?

 
2. Illustrations

• Is there a close match between pictures and words?
• Do illustrations support or add to the meaning of the text?

 
3. Text structure

• Is the text structure familiar to the students?
• How long is the text? How much stamina is required to get through it?
• Are there visual features (e.g., charts, graphs, diagrams) with which the student may be unfamiliar?
• Are chapters written as stand-alone units (e.g., The Stories Julian Tells) or does the reader have to hold on and connect information throughout long sections of text? (e.g., Bridge to Terabithia)
• Within chapter books, are transitions between chapters clear and explicit (i.e., one chapter picks up where the last left off) or does the reader need to make inferences (regarding whether time has passed, whether point of view has changed, etc.)

 
4. Sentence complexity

• Does the text include sentences of varied length?
• Do sentences contain internal punctuation?

 
5. Vocabulary

• What phonetic knowledge is required to decode the words? Can students use meaning and syntax cues without relying heavily on phonics?
• Does the text consist mostly of high frequency words?
• Does the text contain many multisyllabic words?
• Does the text contain many new vocabulary words or unfamiliar idiomatic expressions?
• Is new vocabulary repeated frequently to allow for mastery?

 
6. Content and themes

• Is the content familiar to students? Can they easily relate to the story? How much background knowledge is required?
• Is the plot simple or complex?
• Does the number of characters increase the complexity of comprehension?
• Is the text literal or does it require inferential thinking?
• Does the story contain mature themes?
• Does the text require a historical perspective on the part of the reader?

7. Dialogue

• How is dialogue presented? Does the text explicitly specify the character that is speaking each time?
• Does the text use a variety of descriptive words for dialogue? (e.g., protested, insisted)