Choosing?the right graded?readers?for young learners?

Rachel Wilson
A child and a adult reading a book together in a library
Reading time: 4.5 minutes

Picking out the right graded readers?for your young learners?takes a little thought.?There are thousands and thousands of stories out there. Not only do you have to find the right level but also a?range of?books?that will keep them captivated?as they learn to read.

In this brief guide, I¡¯ll be helping you to choose the right Disney Kids Readers for your students, so they can participate in guided and independent reading in class and at home.

Let¡¯s delve in.

First, what¡¯s the difference between guided and independent reading??

Guided reading

In class, students typically read aloud in a small group with a teacher. The teacher supports the children as they decode the words, navigate elements of pronunciation, and make sense of the meaning. At home, a child reads aloud to a parent or caregiver. This is a terrific way to involve parents in a child¡¯s path toward reading fluency.

Independent reading

Independent reading, on the other hand, is when students read silently to themselves. These students?are?already?reading?with some confidence. They can?decode common words and have a good handle on sight words.?Their reading speed is fluent enough to focus on the meaning of?the text.

Graded readers can help with leveling

So, how do you know which reader to choose for your students? Well, graded readers are already organized?by level. They also often provide metrics to help teachers make informed decisions about what reading level a child is at.?

Let¡¯s?take a look?at Disney Kids Readers as an example:?

Age and level-appropriate stories

Disney Kids Readers have six levels. The number of words per page and the number of pages per story are consistent in each level.

For example, Level 3 stories have up to 40 words per page and 20 pages per story. As a child moves up through the reading levels, the books become longer and more?complex.??

Word lists

To write the stories, authors use lists of common, high-frequency words. Level 1, for example, has a word list of 200 words. Level 6 has a word list of 1,200 words. These are called ¡°headwords.¡±?

In this way, the vocabulary load is manageable for learners. Even better, learners?come into contact with?the same words again and again throughout the readers, which builds their vocabulary.

Of course, it¡¯s difficult to write an engaging story for children using only headwords. So, the readers also include a few low-frequency, high-interest words, like ¡°lantern¡± or ¡°tower.¡± These words then go in a Picture Dictionary or Glossary at the back of the book to support student understanding.?

From Level 3, Disney Tangled,?Picture Dictionary?p.?23

Grammar syllabus

The authors write using a grammar syllabus for each level. For example, regular past simple is introduced in Level 3 readers, around the same time that students are learning this verb tense in their general English lessons. As children read, they see examples of the regular past simple within the stories.

Teachers can?use the?Disney Kids Readers¡¯??Scope and Sequence?to see which language structures are covered at each level.

Lexile? measure

Every Disney Kids Reader is assigned a Lexile? measure. This is a global standard for measuring text complexity. Generally, longer sentences and more low-frequency words in a text lead to a higher Lexile? measure. This gives teachers and parents a way to compare these readers against any other book with a Lexile? measure.

It also means that you can arrange the graded readers from the lowest to the highest score. You can be confident that the readers you choose are gradually becoming more complex as your young learners become more skilled at reading. ?

Global Scale of English

The?Global Scale of English?(GSE) is a standardized, granular scale from 10 to 90 that measures English language proficiency. It¡¯s aligned with the Common European Framework of Reference (CEFR).?

Every level of Disney Kids Readers sits within a band on the GSE. For example, the range for Level 1 is 16¨C27, while Level 6 is 36¨C48. If you know the GSE or CEFR level of your students¡¯ general English coursebook, you can match the graded readers to the same level.

Each reader includes a handy chart on the back cover.?

°ä?¾±²õ?´Ú´Ç°ù?¡°³¦´Ç³¾´Ú´Ç°ù³Ù²¹²ú±ô±ð¡±

Independent reading: Reading the text should be easy¡ªwith almost every word familiar to the student. In this way, they can focus on enjoying and understanding what they¡¯re reading.?, a leading expert on teaching and learning vocabulary, suggests that two new words for every 100 words is the right fit for comfortable, independent reading.

Guided reading: Reading the text should help the student practice the reading skills they¡¯re learning, such as using context to understand words, language structures, letter-sound relationships, and reading comprehension.?

Tips for working out the comfort level:?

  • Make an estimate of a child¡¯s reading level based on what you already know about their?abilities, and?use the tools available to you in the graded reader. Then start at the level below that. It¡¯s safer to start low and go up, than the other way around.?
  • Have the child read a passage out loud to you from a book at this level. Aim for them to read about 100 words. As they read, make a note of the number of errors they make so that you can get a rough idea of whether they are?hitting a target of about 90% accuracy.

E is for ¡°enjoyable¡±

We want?reading to be?enjoyable?for?our young learners.?If they are?given?books?that they can understand and that they?find interesting,?there¡¯s?a?much?better?chance?that they¡¯ll develop?a love of reading.

Tips?for?making reading enjoyable:

  • Never?refer to reading?books?as?¡°homework¡±?
  • Let children pick books that interest them once they know their reading level
  • Include?a range of fiction and non-fiction?reading material?in the library
  • Encourage?children?to read all kinds of material: poetry,?graphic?novels,?articles,?plays,?profiles, in addition to stories.?

Whether you¡¯re a?seasoned school owner, teacher, or parent,?you can use?these?tips?to get your children reading with confidence?and?developing?a love of reading to last a lifetime.?What could be better than that?

Visit our young learners?Readers page?for more information

References

Extensive Reading and Vocabulary Learning, Paul Nation, Victoria University of Wellington, YouTube, 2020? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ??

More blogs from ÃÛÌÒapp

  • A man sat outside smiling working on a laptop

    Balancing work, life, and learning: How adult learners navigate English language learning

    By Dr. Le Dinh Bao Quoc
    Reading time: 4 minutes

    Dr. Quoc is an author, educational solutions provider and AIED expert with over 20 years of experience in ELT and education in Vietnam. He is the Founder and CEO of Pro.Ed Education Solutions and Chief Officer of EduVerse, a global network supporting lifelong learning for educators. Dr. Quoc is also the author of The Art and Science of ChatGPT in Education and was named a LinkedIn Top Educational Leadership Voice in 2024. His work focuses on integrating AI into education to support personalized and flexible learning for teachers and learners.

    For many adult learners, mastering English isn¡¯t just about gaining a new skill¡ªit¡¯s about unlocking opportunities in work, family and social spheres. But juggling English lessons alongside work, family obligations and social commitments is a challenge that can feel overwhelming.

    This guide explores the unique challenges adult learners face and how educators can support them with empathy, flexibility and effective strategies.

    The challenges of learning English as an adult

    Meet Le, a 35-year-old Vietnamese project manager who dreams of working for an international company. With a demanding full-time job and two young children, finding time for English lessons feels impossible. Missing classes and struggling to complete assignments leads to frustration and self-doubt¡ªan all-too-common experience among adult learners.

    Many adults face similar challenges:

    • Balancing work, family and personal commitments leaves little time and energy for study.
    • Fatigue after a long day makes it difficult to concentrate or retain information.
    • Progress feels slow, which can be demotivating.

    Without practical support, the goal of English proficiency can seem out of reach.

    Strategies for overcoming challenges

    1. Setting SMART Goals

    Educators can guide learners to set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals. Breaking down larger objectives into small, measurable milestones gives learners a sense of achievement. For example, ÃÛÌÒapp¡¯s Global Scale of English (GSE) provides actionable ¡°Can-do¡± statements, such as:

    • Reading (GSE 37/CEFR A2+): Can understand simple personal emails.
    • Speaking (GSE 44/CEFR B1): Can give a short talk with visual support.

    These manageable goals create motivation and help learners like Le stay focused without feeling overwhelmed.

    2. Offering flexible learning options

    Flexibility is key for adult learners. Teachers can adopt strategies such as:

    • Modular lessons that can be completed in short sessions.
    • Micro-learning, including 10-minute daily practices using apps or quick grammar exercises.

    For learners like Le, micro-learning can easily be integrated into a work commute or lunch break.

    3. Blending learning with real-world scenarios

    Teaching English through practical, real-life contexts makes lessons more relevant and efficient. Using authentic materials like emails, meeting notes, or presentations mirrors learners¡¯ daily lives and creates immediate applications for their new skills. For instance:

    • Help learners role-play workplace conversations.
    • Develop speaking proficiency for social interactions or workplace scenarios.

    This approach saves time and reinforces the usefulness of learning English, keeping learners motivated.

    4. Encouraging weekly reflection

    Reflection allows learners to monitor their progress, stay motivated and adapt their strategies. Teachers can:

    • Encourage learners to set weekly goals (e.g., learning new business vocabulary or practicing pronunciation for 15 minutes daily).
    • Use reflection journals to track achievements, identify challenges and adjust learning plans.

    This habit reinforces a growth mindset, helping learners make consistent progress amidst their busy schedules.

    Implementing the strategies

    Here¡¯s how educators can apply these strategies effectively:

    1. Assess and set goals

    Work with learners to set realistic, measurable goals based on their personal motivations and schedules.

    2. Create flexible study plans

    Develop personalized study schedules that incorporate modular lessons and micro-learning techniques.

    3. Use authentic materials

    Include sample emails, presentations, or conversations that align with the learner¡¯s work or life situations, making lessons more practical.

    4. Encourage accountability

    Implement tools like reflective journals or digital reminders to help learners stay on track and see their progress.

    5. Leverage personalized AI tools

    Use AI-powered tools to recommend tailored exercises, provide instant feedback and enable targeted practice in learners¡¯ focus areas.

    Why It matters

    English proficiency opens doors to better job opportunities, stronger social connections and enriched personal growth. By providing empathetic and flexible support, teachers empower learners to achieve their goals without compromising their work-life balance.
    For educators seeking further resources, ÃÛÌÒapp¡¯s GSE framework offers valuable tools to help adult learners succeed. Teachers can use these aids to track progress and personalize lessons for maximum impact.

    Celebrate education

    To mark the incredible work of educators helping learners balance work, life and study, we encourage you to share your own experiences and tips to others. Together, we can continue to empower lifelong learning and celebrate the role of education in transforming lives.