Why Reading Levels Can Mislead Parents (And What to Look At Instead)

Written By Kyle Johnson

Your child’s report says:
📄 “Reading at Level J.”

Another student is “below level.”
Another is “above level.”

But what do these levels actually mean?

If you’re confused by letters, numbers, colors, or levels—you're not alone.
Let’s break down what reading levels do (and don’t) tell you—and what actually matters when helping a child learn to read. 📚

🔡 What Are Reading Levels?

Reading levels are systems used by schools and publishers to group books and readers by difficulty.

Some common types:

  • Fountas & Pinnell (A–Z)

  • DRA (Developmental Reading Assessment)

  • Lexile Numbers

  • Reading Recovery Levels

  • Color Bands

They’re based on:

  • Word length and complexity

  • Sentence structure

  • Vocabulary

  • Picture support

  • Length of the book

  • Content and themes

Sounds helpful, right?

The problem is—they don’t tell you what the child can decode.

🧠 Why Reading Levels Can Be Misleading

A child may be “on level” because they:

  • Memorize books

  • Guess from context or pictures

  • Use sentence patterns to predict words

  • Read fluently—but can’t decode new words

Meanwhile, a child working on CVC words like “map” and “sun” might be labeled “below level” even though they're building solid decoding skills.

Levels often reward appearance—not foundational ability. 😬

đŸš© Problems with Using Levels to Guide Instruction

1. Encourages guessing instead of decoding

Leveled books often include words students haven’t been taught how to read. So they guess.

2. Punishes students who need more phonics

Kids get stuck in “low levels” and lose confidence—even though they’re working on real skills.

3. Confuses parents

What does Level G mean? What skills are they learning? Most parents have no idea.

4. Doesn’t align with the Science of Reading

The Science of Reading emphasizes systematic phonics, decodable texts, and sound mapping—not matching students to leveled books.

✅ What to Look At Instead

Focus on these real markers of reading progress:

đŸ”č 1. Can your child decode unfamiliar words?

Ask: Can they sound out “plan,” “ship,” or “crash” without guessing?

đŸ”č 2. Can they segment and blend sounds orally?

This phonemic awareness skill is the foundation of reading and spelling.

đŸ”č 3. Do they recognize phonics patterns you’ve taught?

If you’ve covered -ck or silent e, can they read “kick” or “bake”?

đŸ”č 4. Can they spell the words they’re reading?

Spelling reveals how well they’ve internalized the patterns—not just memorized shapes.

đŸ”č 5. Do they understand what they read—without pictures?

Use decodable texts with limited image support to check real comprehension.

🔁 Leveled Readers vs. Decodable Texts

Leveled ReadersDecodable TextsFocus on themes & sentence patternsFocus on phonics patternsMay include words above the reader’s abilityOnly include words that match phonics knowledgeEncourage guessing from contextPromote sound-by-sound decodingUsed widely in balanced literacyCore to structured literacy

Not all leveled books are bad—but they’re not the right tool for teaching decoding.

📘 How BrainySheets Helps You Focus on the Right Things

Every BrainySheets story is:

  • Fully decodable

  • Clearly labeled by phonics skill, not vague levels

  • Paired with teaching guides that show exactly what to do

  • Built to support real reading growth, not just “moving up a level”

Whether you’re a teacher or homeschooler, you’ll always know what skill your child is working on—and why it matters.

Final Thoughts

Reading levels might be easy to chart


but they’re not always a clear picture of progress.

Don’t get stuck chasing a letter.
Focus on the skills that build a real reader: decoding, mapping, fluency, and comprehension.

Because reading is not about passing levels—it’s about unlocking the code. 🧠🔓📖

Kyle Johnson
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Why Some Kids Read Fluently But Can’t Spell