The Reader Response Learning Continuum reflects a developmental view of reader response from elementary school through secondary school and beyond. It describes a reader’s progression in reader response over time. It’s important to note that one reader might be at different places on the continuum, at one time, based on the complexity of the text being read and the nature of the supports being offered.
This continuum helps teachers to closely observe students’ reading behaviours in order to choose texts and teaching strategies that are well-aligned with learning needs. If a student lingers at “beginning,” it is likely because the texts she or he is reading are either too easy or too complex, or that the teaching strategies needed to progress need to be taught more explicitly. Similarly, if a student is consistently at “extending” it might indicate that the texts the student is reading do not present enough challenge.