culturally, especially in his exposure to standard American English,
training in listening may be given to see if the listening level can
be raised. For those who lack information about this area, two help-
ful sources are given. (1) What Research Says to the Teacher, 29;
Listening, and (2) Listening Aids Through The Grades (N.E.A.).

 The instructional level is the level of graded materials where
the student can recognize well over 90 per cent of the running words
instantly. It is the point where he can read smoothly with adequate
comprehension and without undue stress.

 The instructional level can be determined through the use of
graded paragraphs. The student is usually asked to read one paragraph
orally and another silently at each grade level of readability. The
testing should include materials easy enough to enable the examiner to
find a level at which the student can read fluently and comprehend
easily without aid. It should include the use of materials difficult
enough to enable the examiner to find the highest level at which the
student can read with help from the teacher on only a few (not more
than 5%) of the running words.

 Most reading experts prefer the use of an informal reading
inventory for the determination of the instructional level. Standard-
ized silent reading tests compare student performance with the per-
formance of other students. Their use in choosing materials for
instruction is unfortunate.

 Standardized oral reading tests,such as those previously named,
are fairly reliable guides to finding proper instructional levels.
For the novice reading teacher, such tests are probably more appropri-
ate than an Informal Reading Inventory.

 The independent reading level is generally one grade level
below the instructional level. It is the level where the student
instantly recognizes well over 95 per cent of the words, understands
with ease what he has read, and reads aloud smoothly. If absolutely
necessary, the independent level can be assigned by rule-of-thumb
once the instructional level is determined. When the frustration level
is reached, the student is liable to hold the book very close to his
face, or point with his finger to the words as he reads them. His
voice may rise in pitch or decrease in volume. The material is too
difficult for him to handle pleasurably and profitably.

 A check sheet for recording reading difficulties and levels of
 reading should be kept on each pupil. As you work through the Informal
 Reading Inventory or standardized oral reading test with a student,
 indicate areas of difficulty with check marks. One check sheet can be
 used to record three different inventories by using black markings for
 the first inventory, blue marks for the second inventory, and red marks
 for the third one. This has the advantage of enabling one to see at a


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