祛魅分级阅读——对国外图书馆界态度的系统梳理

摘要/Abstract

摘要：

文章采用文献调查法对国外图书馆界关于分级阅读的态度进行研究。通过梳理国外图书馆界对分级阅读的认知，发现国外图书馆界反对夸大分级阅读的作用。他们认为分级阅读的学理基础需要进一步审视；分级阅读尚未形成统一的标准；可读性公式未能解决图书馆阅读服务的核心问题；过分依赖分级阅读会限制少儿读者选书能力的培养，削弱低水平读者的阅读动力等。最后结合我国分级阅读现状，对图书馆界研究与应用分级阅读提出思考与建议。

Abstract:

This paper uses the literature survey method to study the papers and works on leveledreading in foreign library. Through sorting out the cognition of leveled reading in foreign library, itis found that foreign library is against exaggerating the function of leveled reading. They believe thatthe scientific basis of leveled reading needs further study; leveled reading has not yet formed a unifiedstandard; readability formula fails to solve the core problem of library reading service; and over-relianceon leveled reading will limit the cultivation of children’s ability to choose books and weaken the readingmotivation of low-level readers. Finally, combining with the current situation of leveled reading in China,this paper puts forward thoughts and suggestions on the research and application of leveled reading inlibrary.

赵俊玲朱倩（河北大学管理学院）. 祛魅分级阅读——对国外图书馆界态度的系统梳理[J]. 图书馆杂志, 2023, 42(391): 40-47.

Zhao Junling, Zhu Qian (School of Management, Hebei University). Disenchantment of Leveled Reading: Analysis of theAttitudes of Foreign Library[J]. Libraly Journal, 2023, 42(391): 40-47.

参考文献

[ 1 ] Zamanian M， Heydari P. Readability of Texts：State of the Art[J]. Theory and Practice inLanguage Studies， 2012（1）：43–53.

[ 2 ] Mccall W A，Crabbs L M. Standard Test Lessonsin Reaping[J]. Teachers College Record，1925，27（3）：183–191.

[ 3 ] Renaissance See Every Student. AcceleratedReader[EB/OL]. [2023-06-18]. www.renaissance.com/products/accelerated-reader/.

[ 4 ] Pearson. Developmental Reading AssessmentT h i r d E d i t i o n [ EB/OL ] . [ 2 0 2 3 - 0 6 - 1 8 ] .https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Academic-Learning/Developmental-Reading-Assessment-%7C-Third-Edition/p/100001913.html?tab=product-details.

[ 5 ] Lexile Framwork For Reading. About LexileMeasures for Reading[EB/OL]. [2023-06-18].https://lexile.com/parents-students/understandingyour-lexile-measure/lexile-measures-reading/.

[ 6 ] Fountas & Pinnell Leveled Books Website. AboutLeveled Texts[EB/OL]. [2023-06-18]. https://www.fandpleveledbooks.com/aboutLeveledTexts.aspx.

[ 7 ] Power E L. Library service for children[M]. Chicago：American Library Association，1930：233.

[ 8 ] Shanahan T. Science of Leveled Reading[EB/OL].[2023-08-06]. https://www.shanahanonliteracy.com/upload/publications/273/pdf/science-ofreading-levels-bare.pptx.

[ 9 ] D’orio W. Where Did Leveling Go Wrong? Readinglevels unfairly label learners，say critics.Researchbehind the system is also under question[J]. SchoolLibrary Journal，2020，66（2）：22–24.

[10] Powell W R. Reappraising the Criteria forInterpreting Informal Inventories[EB/OL].（1968-04-24）[2023-08-06]. https://files.eric.ed.gov/fulltext/ED022631.pdf.

[11] Morgan A，Wilcox B，Eldredge J. Effect ofDifficulty Levels on Second-Grade Delayed[J]. The Journal of Educational Research，2000，94（2）：113–119.

[12] 王蕾 . 文本可读性公式研究发展阶段及特点[J].语言教学与研究，2022（2）：29–40.

[13] Pitcher B，Fang Z. Can we trust levelled texts? Anexamination of their reliability and quality from alinguistic perspective[J]. Literacy，2007，41（1）：43–51.

[14] Powers R. On My Mind：Guide to ReadingLevels[J]. American Libraries，2013，44（9/10）：18–19.

[15] 李倩_云 . 面向差异化教学的美国阅读教科书研究——以《分级读物》为例[J]. 上海课程教学研究，2019（1）：20–27.

[16] Bctla. Book Levelling and School LibraryCollections[EB/OL]. [2023-06-18]. https://bctla.ca/wp-content/uploads/2017/11/book-levelling-andschool-library-collections.pdf.

[17] Parrott K. Thinking outside the bin[J]. SchoolLibrary Journal，2017，63（8）：42–45.

[18] Harvey C. An insideview of Lexile Measures： aninterview with Malbert Smith III[J]. KnowledgeQuest，2011（4）：56–59.

[19] ALA Council. Labeling Systems： An Interpretationof the Library Bill of Rights[EB/OL]. [2023-06-18]. https://www.ala.org/advocacy/intfreedom/librarybill/interpretation/labeling-systems.

[20] Philip Pullman. No to Age Banding[EB/OL].[2023-07-22]. https://www.notoagebanding.org/index.php?home.

[21] Philip Pullman. No to Age Banding：IndividualLibrarians and Library Assistants[EB/OL].[2023-07-22]. https://www.notoagebanding.org/index.php?comments/librarians.

[22] Rumberger A. Levels in the Library[J]. The PhiDelta Kappan，2018，99（8）：57–61.

[23] Harvey II C A. Leveling for leverage[J]. LibraryMedia Connection，2006（1）：42–43.

[24] 赵俊玲，苑艺 . 詹妮·弗莱克斯纳的阅读指导服务思想研究[J]. 图书馆建设，2019（6）：58–64.

[25] Habley J. Aasl Releases Position Statement onLabeling Practices[EB/OL]. [2023-06-18]. https://www.ala.org/news/member-news/2021/03/aaslreleases-position-statement-labeling-practices.

[26] Cregar E. Browsing by numbers and reading forpoints[J]. Knowledge Quest，2011，39（4）：40.

[27] Warren C，Maynard S. Age banding and itsimpact on children and their reading[J]. Journal ofLibrarianship and Information Science，2012，44（2）：129–136.

[28] Mckee S，Torp K. Leaving Levels and Moving toReal Reading[J]. School Library Journal，2011，27（8）：31–33.

[29] Ross C S，Mckechnie L E F，Rothbauer P M.Reading still matters：What the research revealsabout reading，libraries，and community[M].Denver：Libraries Unlimited，2018：89–92.

[30] ALSC Intellectual Freedom Committee. Levelingand Labeling：An Interview with Pat Scales[EB/OL].[2023-06-18]. https://www.alsc.ala.org/blog/2015/03/leveling-and-labeling-an-interview-with-patscales/.

[31] Flood A. Librarians oppose age recommendationsfor books[EB/OL]. [2023-07-22]. https://www.theguardian.com/books/2008/oct/27/age-bandingchildrens-books.

[32] Miller D. Reading in the wild：the book whisperer’skeys to cultivating lifelong reading habits[M]. NewYork：John Wiley&Sons，2013：42–87.

[33] Carter B. Formula for Failure.（cover story）[J].School Library Journal，2000，46（7）：34.

[34] Porter-Magee K. Common Core v.the false promiseof leveled literacy programs[EB/OL]. [2023-06-18].https://fordhaminstitute.org/ohio/commentary/common-core-v-false-promise-leveled-literacyprograms.

[35] Rollins D C. Leveling the Reading Field[J].American Libraries，2006，37（5）：33.

[36] 郭六轮 . 分级阅读，出版面临哪些问题？[N]. 中_国图书商报，2009-11-17（Z01） .

[37] 中_华人民共和国国务院新闻办公室 . 中_国儿童发展纲要（2011–2020 年）[EB/OL] .[2023-06-18].http://www.scio.gov.cn/ztk/xwfb/46/11/Document/976030/976030_4.htm.

[38] 中_ 国图书馆学会 . 中_ 国图书馆学会关于印发《中_国图书馆学会“十四五”发展规划纲要（2021–2025 年）》的通知[EB/OL]. [2023-06-18].https://www.lsc.org.cn/cns/contents/1299/15358.html.

[39] Rumberger A. Levels in the Library[J]. The PhiDelta Kappan，2018，99（8）：57–61.

[40] Moreillon J. Policy Challenge：Leveling theLibrary Collection[J]. School Library Monthly，2013，29（5）：28–29.[41] Parrott K. Fountas and Pinnell Lament Labels[J].School Library Journal，2017，63（11）：15.