Literary 'Levels': Legit as Lexiles (Laughable or Laudable?)

The thirteenth chapter of Kylene Beers' book, When Kids Can't Read: What Teachers Can Do, is entitled "Creating the Confidence to Respond." In truth, though, that title does not do justice to a chapter that covers a vast expanse of knowledge and tools to help build students' confidence to not only respond, but also to read successfully and develop a lifelong relationship with reading.

One section that I believe was invaluable for educators trying to make decision about appropriate texts, for both whole-class study as well as independent reading.  Beers explains the stages of literary development as outlined by Margaret Early and Robert Carlsen, who came to the conclusion that each reader must pass through five distinct phases before reaching the higher levels of literary understanding and appreciation.  Understanding the focus of readers at each stage, as well as what is important to them, can be a huge step toward helping struggling and reluctant readers.  The stages and implications are outlined on pages 274 and 275 of Beers' book.

The first stage is what is referred to as the "subconscious stage."  This stage is typically of students from grades three through seven, and during this stage, children are "absorbed in the plot."  However, students cannot often articulate why they did or did not enjoy a text, as "their attachment to the text and to the enjoyment of reading is at the subconscious level."  During this stage, students most value engaging plots.

During the second stage, which typically takes place from grades seven through nine, children read in order to "experience the plot or conflict or setting vicariously."  Because students are attempting to experience second-hand the events of the book, relatable and likable characters are of value to students during this phase.

The third stage typically takes place early in the high school years.  Readers in this stage seek out "books with characters that mirror or reflect their own concerns," due in part to the adolescent tendency towards an "intense preoccupation with themselves."  Character continues to be of value to these readers, but there is now a renewed emphasis on conflict.

The fourth stage is typical for later him school students, and is marked by an interest in books that address "life's bigger issues," such as "right and wrong, retribution, forgiveness, love, hate, envy [and] selfishness."  It would therefore follow that discussions of theme in literature plays a bigger role in during this stage.

The final stage is one that is typically only attained at the college level, and often is never reached.  This is the level in which "the focus is not on the character or plot or even theme but on the author's choice and arrangement of words."  The examination of literary devices becomes important to readers who have reached this stage.

I believe that an analysis of the literary 'stages' at which students are relating to literature is a tool just as valuable as a lexile score or interest survey.  It is just one more facet of the complex task of finding literature that is appropriate for students at multiple developmental levels.