SELECTING APPROPRIATE READING MATERIALS

Abstract

Choosing suitable reading materials is an essential aspect of promoting successful literacy growth and improving educational results for varied learners. This thesis investigates the methods and standards for selecting appropriate reading materials in different educational settings, highlighting the importance of matching texts with students' developmental levels, interests, and cultural contexts. The research utilizes a mixed-methods strategy, integrating both qualitative and quantitative data gathering via surveys, interviews with teachers, and observations in  . Results indicate that teachers emphasize accessibility, relevance, and engagement in choosing texts, but frequently encounter difficulties owing to diverse curriculum standards and limited resources. The research also emphasizes the importance of digital literacy and technology in broadening the variety of resources accessible. Moreover, recommendations for optimal practices in choosing reading materials are suggested, with the goal of equipping educators and improving students' reading experiences. This study adds to the wider realm of literacy education by offering a structure for thoughtful decision-making and promoting inclusive practices that address the varied needs of students.