Leveling Books... Good or Bad?

Recently in our classes there has been much talk about leveling books.  There are many different opinions on the subject.  Whether it is effective or not and why its so popular.  The article "Let's Start Leveling About Leveling" by Kath Glasswell and Michael Ford was assigned in our literacy K-2 class.  The article makes some great points about the pros and cons about leveling. 

Glasswell and Ford have five key principles to remember when leveling. 

• Leveling takes a complex idea and makes it too simple
• Leveling takes a simple idea and makes it too complex
• Reading levels are not the same as reading needs
• Progress does not equal proficiency
• Readers have rights (as well as levels)

As someone who has little to no experience leveling children these five principles were good information.  I think in my future these principles can better my abilities as a teacher.  Glasswell and Ford give examples of how to turn each principles into a great idea. 
Leveling makes a complex idea and makes it too simple.
Including a range of topics and text styles are important to engage readers.
Encourage students to read texts that interest them.
Leveling takes a simple idea and makes it too complex.
Choose authors during author studies that write at multiple levels.
Reading levels are not the same as reading needs.
Use multi-aged groups so some struggling older readers can read at their level.  
Progress does not equal proficiency.
Have meeting more often.
Readers have rights. 
Provide opportunities to engage in cognitively demanding work in reading

Glasswell and Ford want to make sure that teachers consider the impact of leveling on their students across the entire reading program, not just during the guided reading lesson.    I think that leveled reading if done correct and with some thought can be effective.  I would never tell students they can't read something.  I think having a great selection and let students spend time with text that will help them grow as readers.  I think letting students read what interest them also engages them more in reading.  Glasswell and Ford finally state that teachers need to know needs are different from levels.  I couldn't agree more.  Student growth can be obtained by thoughtful leveling.