A teacher wants to support struggling readers in her class by providing leveled readers for them to read at their “reading level.” Why does this approach not support what we know from cognitive science about the process of learning to read? Select two: Answer It is most important that students are engaged and motivated to read. The teacher should instead identify books that are high interest for the student. Only providing students access to leveled texts ensures that some students are not provided the opportunity to read and access rich, grade-appropriate texts which worsens inequities. Students should be selecting their own texts to read to model the experience of what adult readers do. Students do not have one “reading level” because the ability to comprehend a text depends on their ability to decode the words and understand the meaning of words. This will vary from text to text for each student, depending on their fluency, background knowledge, and vocabulary.