Students reading above grade level is as beneficial as fort building

According to research, students in mixed reading levels develop a can-do attitude, especially when teachers help explain new word definitions and navigate challenging concepts, much like neighborhood kids building forts with found materials. They learn from one another.

Both activities demand persistence and strategic thinking, fostering confidence and resilience while learners tackle progressively harder challenges in physical and mental spaces.

Timothy Shanahan, professor emeritus at the University of Illinois at Chicago, advised U.S. literacy instruction through the National Reading Panel. He was an adviser to the National Institute for Literacy under the Bush and Obama administrations.

In his new book, “Leveled Reading, Leveled Lives,” Shanahan says reading individual reading-level books suppresses learning opportunities.

According to Harvard Education Press, Shanahan supports all students reading grade-level texts together, with teachers providing support for those who struggle, instead of individual reading-level texts being read in silence or as homework.

Research shows individualized level reading is still widespread, with 62% of upper elementary and over half of middle school teachers following the practice, despite its lack of benefits.

Shanahan’s recommendations hit home with boomers who grew up in backyards where building forts from scrap wood and found materials instilled can-do attitudes.

Both, building forts in the backyard with scrap wood and reading books above one’s level push children beyond comfort zones, but in complementary ways.

Fort-building develops life skills such as problem-solving, creativity, planning, and collaboration, as they experiment with design, negotiate roles, and learn from mistakes.

Reading challenging texts builds comprehension skills, requiring students to decode unfamiliar words, infer meaning, and analyze complex ideas.

Read more about Shanahan’s ideas here.

Oct. 29, 2025

Stephanie M. Sellers

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