The thing of it is this:  If they can't read a short text, they won't be
able to read a longer one.  

Why waste valuable time on a long work if the child won't be able to
understand it?  Start small and work up.  Again, this is not an "all sizes
fits all" kind of teaching, but you're gonna have to differentiate your
teaching based on the needs of the students.  Some are going to need smaller
texts, some are capable of reading WAR AND PEACE ---- know which ones are
which.

Bill

-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of STEWART, L
Sent: Thursday, September 04, 2008 4:10 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] text length

The latest "philosophy" for teaching reading in my school is that we may
only use "short" pieces of text or very short novels in our classrooms for
upper elementary students,(3rd and 4th graders) regardless of their reading
level based on DRA 2 scores.  Last year I held a before school reading
"club" so that I could have the opportunity to read and appreciate, through
discussion, lengthier and more meaningful text with my level 40 and above
readers.  Are any of you dealing with this latest "fad" in your districts?
Do any of you have any research that would support the use of shorter or
longer text with upper elementary readers?  I have only found one  reference
that supported the use of longer text with upper elementary students to
build stamina (Practice with Purpose Debbie Diller).  If you are aware of
any current research on this topic, please share.
Thanks.
Leslie
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