A high-low, sometimes also called a hi-lo, is a text with high
concepts for the mature reader but written for a lower reading age so that
poorer readers can still access a good story. More often than not, writers
produce a normal text and expert editors turn it into a “high-low”. However, as
ever, restrictions can enhance creativity so it might be fun to produce a
high-low text.
There are many imprints, both trade and educational, that
produce these texts and they may address specific difficulties or generally aid
slow readers. They are often sold in packs of materials for teachers.
Characteristics of the High-Low novel
•
Compelling storyline and credible characters
•
Topics and issues with which readers can make
personal or emotional connections
•
Supportive formatting that includes
illustrations and appropriate text placement on the page
•
Careful introduction and reinforcement of
difficult vocabulary and concepts
•
Straightforward plot development
•
Simple sentence structures
How do the texts help
•
The length may be appropriate – they are often
much shorter than novels for fluent readers.
•
They may use simple fonts which are also larger
than normal. The texts are often formatted ragged right.
•
They are often similar to emergent reader texts.
•
Chapters are usually very short.
•
Simple words are used.
•
Sentences and paragraphs are often short.
•
Illustrations help to give meaning.
Reluctant readers
These may be competent readers who do not want to read or
readers who struggle.
The fast story-telling of high-lows aids both these readers.
Both types of reluctant reader are not reading “ludically”.
A “ludic” reader no longer notices that she is decoding black marks on a white
background but just gets a film in her head. Some very intelligent people do not manage to
read ludically. For those of us who do, this is almost impossible to imagine.
Deconstructing a high-low
Does your text have:
• A
compelling storyline and credible characters
• Topics
and issues with which readers can make personal or emotional connections
• Supportive
formatting that includes illustrations and appropriate text placement on the
page
• Careful
introduction and reinforcement of difficult vocabulary and concepts
• Straightforward
plot development
• Simple
sentence structures
How does the text help?
• Length?
• Typography?
• Similar
to emergent readers?
• Length
of chapters?
• Words?
Sentences? Paragraphs?
• Help
from illustrations?
Turning a text into a High-Low
- Introduce difficult vocabulary carefully
- Reinforce it
- Shorten the text
- Simplify sentences
- Consider changing typography
- Shorten chapters
- Make rules for :
- Words
- Sentences
- Paragraphs
- Consider how illustrations may help
Finding sample high-low texts
These come and go rapidly. They tend not to become best
sellers. A search on “high-low” or “hi-lo” on some book sellers’ web sites will
find examples.
