Understanding Understanding LexilesLexiles

as Quantitative as Quantitative Measures of Text Measures of Text

ComplexityComplexity

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LexileLexile®® Measure MeasureTwo types of Lexile measuresTwo types of Lexile measures

Lexile reader measureLexile reader measureRepresents a person’s reading ability on the Lexile Represents a person’s reading ability on the Lexile scale** (this is what is reported on the PMRN scale** (this is what is reported on the PMRN reports)reports)

Lexile text measureLexile text measureIndicates the reading demand of the text in terms of Indicates the reading demand of the text in terms of vocabulary difficulty and sentence length (provided vocabulary difficulty and sentence length (provided by the publisher)by the publisher)

Used together they can help predict how well a Used together they can help predict how well a reader should comprehend a text at a specific reader should comprehend a text at a specific Lexile levelLexile level

Range of Lexiles: BR-2000L Range of Lexiles: BR-2000L (BR = Beginning (BR = Beginning Reader)Reader)

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Typical Reader and Text Measures by GradeMidyear Interquartile Range (from the Lexile Map)

Grade Reader Text

1 Up to 300L 200L to 400L2 140L to 500L 300L to 500L3 330L to 700L 500L to 700L4 445L to 810L 650L to 850L5 565L to 910L 750L to 950L6 665L to 1000L 850L 10 1050L7 735L to 1065L 950L to 1075L8 805L to 1100L 1000L to 1100L9 855L to 1165L 1050L to 1150L10 905L to 1195L 1100L to 1200L11-12 940L 1210L 1100L to 1300L

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• The interquartile range is the middle 50% of reader measures and text measures for each grade (2nd and 3rd quartiles).

•It is important to remember that 25% of the students and texts are below the lower number (1st quartile) and 25% are above the higher number (4th quartile).

•There is also considerable overlap between grades.

Lexiles

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• Lexile reader measures are used to predict that a student will comprehend text at that same Lexile text level with a 75% comprehension rate.

• The target rate of 75% is the point at which a reader will comprehend enough to understand the text, but will also face some reading challenges.

• Lexiles allow readers to be matched with text at the appropriate level of challenge while avoiding frustration.

Lexiles

Lexile Range

The Lexile range is the suggested range of Lexiles that a reader should be reading independently (50L above and 100L below).

This range represents the boundaries between the easiest kind of reading material for the student and the level at which the student will be more challenged, yet can still read successfully.

•If the text measure is higher than the reader measure, forecasted comprehension will go down.

•When the student attempts materials above their Lexile range, the level of challenge may be too great to construct meaning when reading independently.

•The level of support during reading and reader motivation have a significant impact on text comprehension.

•Scaffolded support is necessary for students reading text at a higher level than forecasted by their Lexile level.

Lexiles

• Lexile units are based on word frequency and sentence length. Word frequency is calculated based on words in the Lexile databank (almost one billion).

• Lexile range from 0 (beginning reading) to 2000 (highly technical texts).

• A grade level difference is approximately 100 Lexiles.

• However, reliable scoring does not begin until second grade (Lexile range of 350-400).

Lexiles

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One of the most important features of the Lexile scale is that it is a developmental scale.

For this reason, Lexiles can be used to determine whether a reader is growing or developing over time.

If a reader’s growth slows down too much or even stalls, supplemental instruction may be needed.

Lexiles

www.lexile.com

www.lexile.com/findabook

www.fcrr.org - FAIR Link – Teacher Resources

Destiny.browardschools.com – Destiny Quest

Beep.browardschools.com – Tumble Books

www.commoncore.org

Lexile Resources

www.lexile.com - Book Searches

• Quick Book Searches by title or author

• Advanced Searches by numerous categories

Lexile Calculator• A reader’s comprehension sweet spot ranges from 65% to 80%. Reading in this range is challenging enough that you are finding new vocabulary and sentence structures, but easy enough that you will be able to understand the content of the test at a comfortable reading speed.• Click on the book and the calculator will appear on the right. Put in the reader’s lexile and the expected comprehension will appear.

Other Lexile Other Lexile CodesCodes

AD – Adult Directed (Picture Books)AD – Adult Directed (Picture Books)

NC – Non-Conforming (Lexile higher than NC – Non-Conforming (Lexile higher than developmental level)developmental level)

HL – High Interest-Low Readability (Lexile HL – High Interest-Low Readability (Lexile lower than developmental level)lower than developmental level)

IG – Illustrated Guide (Independent sections, IG – Illustrated Guide (Independent sections, i.e., Encyclopedias)i.e., Encyclopedias)

GN – Graphic Novel (Comic Books)GN – Graphic Novel (Comic Books)

BR – Beginning Reading (Emergent Readers)BR – Beginning Reading (Emergent Readers)

NC – Non-Prose (More than 50% non-standard, NC – Non-Prose (More than 50% non-standard, i.e., plays, poems, songs, etc.i.e., plays, poems, songs, etc.

www.lexile.com/www.lexile.com/findabookfindabook

www.lexile.com/www.lexile.com/findabookfindabook

www.lexile.com/www.lexile.com/findabookfindabook

Lexile AnalyzerLexile Analyzer

Register for free.Register for free.

Convert text to “simple text” Convert text to “simple text” by using “Save As.”by using “Save As.”

Submit text up to 1000 words Submit text up to 1000 words in length.in length.

Analyzer will provide lexile Analyzer will provide lexile for the text.for the text.

Lexile AnalyzerLexile Analyzer

Lexile AnalyzerLexile Analyzer

STUDENTS MUST BE TAUGHT STUDENTS MUST BE TAUGHT TO READ AT GRADE LEVELTO READ AT GRADE LEVEL

Some students will need more Some students will need more scaffolding to read more complex text.scaffolding to read more complex text.

Scaffolding should not replace the Scaffolding should not replace the reading of the text by telling the reading of the text by telling the students what they will learn or students what they will learn or becoming a simpler source of becoming a simpler source of information.information.

Scaffolds need to enable all students Scaffolds need to enable all students to access the complex text directly, to access the complex text directly, rather than reduce the complexity of rather than reduce the complexity of the text.the text.

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ScaffoldsScaffoldsRead the text aloud with students Read the text aloud with students reading alongreading along

Teach new vocabulary and new or Teach new vocabulary and new or difficult academic wordsdifficult academic words

Pronounce and practice new or Pronounce and practice new or difficult vocabulary wordsdifficult vocabulary words

Guide the readers when encountering Guide the readers when encountering places in the text where they may places in the text where they may strugglestruggle

Use shorter pieces of complex textUse shorter pieces of complex text2424

ScaffoldsScaffoldsUse note taking, text marking and Use note taking, text marking and codingcoding

Read closely and reread a great dealRead closely and reread a great deal

Ask questions that can only be Ask questions that can only be answered by close reading of the text, answered by close reading of the text, have students generate questionshave students generate questions

Text based discussions about the text Text based discussions about the text that require evidence to support claimsthat require evidence to support claims

Writing in response to readingWriting in response to reading

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Age/grade level materials for exposure Age/grade level materials for exposure to structures, content, vocabularyto structures, content, vocabulary

Instructional level materials that allow Instructional level materials that allow them to progressthem to progress

Easy materials that allow them to Easy materials that allow them to practicepractice

Can be more “challenging” if Can be more “challenging” if familiar or interestingfamiliar or interesting

May need to be less “challenging” May need to be less “challenging” if if unfamiliar or uninterestingunfamiliar or uninteresting

Teachers must ensure Teachers must ensure that students engage that students engage

with:with:

Using Lexiles in Using Lexiles in your classroomyour classroom

Develop reading lists that are tailored to Develop reading lists that are tailored to provide appropriately challenging reading.provide appropriately challenging reading.

Enhance thematic teaching by building a Enhance thematic teaching by building a bank of titles at varying lexile levels that not bank of titles at varying lexile levels that not only support the theme, but provide a way only support the theme, but provide a way for all students to successfully participate in for all students to successfully participate in the theme.the theme.

Use as an additional organizing tool when Use as an additional organizing tool when sequencing materials. For example, you sequencing materials. For example, you could gradually increase the difficulty of the could gradually increase the difficulty of the read aloud books that you use throughout read aloud books that you use throughout the year.the year.

Using Lexiles in Using Lexiles in your classroomyour classroom

Use the Lexile Book Database and “Find a Book” Use the Lexile Book Database and “Find a Book” Web site to support book selection and create Web site to support book selection and create book lists within a student’s lexile range and/or book lists within a student’s lexile range and/or areas of interest.areas of interest.

Multiple texts and supplementary materials are Multiple texts and supplementary materials are an excellent strategy for differentiation – an excellent strategy for differentiation – meeting students where they are and moving meeting students where they are and moving them as quickly and as far as possible.them as quickly and as far as possible.

Select texts that are at or above students’ Select texts that are at or above students’ ranges to stimulate growth when a topic is of ranges to stimulate growth when a topic is of extreme interest or when you will be adding extreme interest or when you will be adding extra support such as background teaching or extra support such as background teaching or discussion.discussion.

Benefits of LexilesBenefits of LexilesConnect students with books and articles at Connect students with books and articles at their lexile range with the confidence that their lexile range with the confidence that they will find the texts appropriately they will find the texts appropriately challengingchallenging

Promote and to monitor reading growth and Promote and to monitor reading growth and progressprogress

Assign the right level of reading material in Assign the right level of reading material in any curriculum areaany curriculum area

Predict comprehension and determine the Predict comprehension and determine the need for scaffolding instructionneed for scaffolding instruction

Group students for scaffolded instructionGroup students for scaffolded instruction

Group students for cooperative learning tasksGroup students for cooperative learning tasks

Reading Above Reading Above Your Lexile RangeYour Lexile Range

Don’t sacrifice content for readability – use lexiles Don’t sacrifice content for readability – use lexiles to gauge the comprehension gap and bridge that to gauge the comprehension gap and bridge that gap with instruction, like background teaching gap with instruction, like background teaching and discussion.and discussion.

Higher-level books provide a great opportunity for Higher-level books provide a great opportunity for reading growth. If a student is highly motivated to reading growth. If a student is highly motivated to read a particular book, he or she will attempt to read a particular book, he or she will attempt to read that book regardless of it’s lexile level. read that book regardless of it’s lexile level. Books above a reader’s lexile level can help to Books above a reader’s lexile level can help to stimulate growth when the topic is of real interest stimulate growth when the topic is of real interest to the reader.to the reader.

Remember, however, that a reader might Remember, however, that a reader might encounter enough unknown vocabulary and encounter enough unknown vocabulary and difficult sentences that he or she may disengage difficult sentences that he or she may disengage with the text.with the text.

Reading Below Reading Below Your Lexile LevelYour Lexile LevelStruggling and reluctant readers can use Struggling and reluctant readers can use lexiles to find easier books to practice with on lexiles to find easier books to practice with on topics they are interested in or are required to topics they are interested in or are required to read about.read about.

If a required text or book is required, lexiles If a required text or book is required, lexiles can help you find other books or texts on the can help you find other books or texts on the same subject at a lower lexile level.same subject at a lower lexile level.

When factors make a particular reading When factors make a particular reading situation more challenging, threatening, or situation more challenging, threatening, or unfamiliar, lower-level text can be a safety net unfamiliar, lower-level text can be a safety net for students.for students.

Remember, however, that opportunities to Remember, however, that opportunities to learn new words and encounter new kinds of learn new words and encounter new kinds of sentences might not occur frequently.sentences might not occur frequently.

The reading standards place equal The reading standards place equal emphasis on the sophistication of what emphasis on the sophistication of what students read and the skill with which students read and the skill with which they read. (CCSS Page 8)they read. (CCSS Page 8)

Common Core State Standard #10 Common Core State Standard #10 requires that students read and requires that students read and comprehend complex literary and comprehend complex literary and informational text in their text informational text in their text complexity grade band independently complexity grade band independently and proficiently.and proficiently.

CCSS on Text Complexity

Text Complexity Grade Bands and Associated Lexile Ranges (Metametrics)

Text Complexity Grade Band in the Standards Old Lexile Lexile

Ranges RangesAlligned

To CCR

K-1 N/A N/A2-3 450-725 450-7904-5 645-845 770-9806-8 860-1010 955-11559-10 960-1115 1080-130511-CCR 1070-1220 1215-1355

Levels of meaning, structure, language conventionality and

clarity, and knowledge demands

Levels of meaning, structure, language conventionality and

clarity, and knowledge demands

Readability measures

– Word length; word frequency/familiarity

– Sentence length and text length

– Lexile

Readability measures

– Word length; word frequency/familiarity

– Sentence length and text length

– Lexile

Reader Variables (motivation, knowledge, and experience) and task variables (purpose and the complexity generated by the task

assigned and questions posed)

Reader Variables (motivation, knowledge, and experience) and task variables (purpose and the complexity generated by the task

assigned and questions posed)

Three Factors for Measuring Text Complexity

Measures of Text ComplexityMeasures of Text Complexity

Quantitative measures or readability Quantitative measures or readability formulasformulas

stand as proxies for semantic and syntacticstand as proxies for semantic and syntactic complexity:complexity:

Word length; word frequency/familiarityWord length; word frequency/familiaritySentence length and text lengthSentence length and text length

Qualitative measures complement and Qualitative measures complement and sometimessometimes

correct quantitative measures:correct quantitative measures:PurposePurpose

Language conventionality and clarityLanguage conventionality and clarity

Text StructuresText Structures

Knowledge demandsKnowledge demands

QUALITATIVE MEASURESQUALITATIVE MEASURESUNCOMPLICATED TEXTUNCOMPLICATED TEXTLevels of MeaningLevels of Meaning

Explicitly states purposeExplicitly states purpose

Single level of meaningSingle level of meaning

StructureStructure

Simple and explicitSimple and explicit

Graphics unnecessary to understanding textGraphics unnecessary to understanding text

Chronological orderChronological order

Language Conventionality and ClarityLanguage Conventionality and Clarity

Literal and clearLiteral and clear

Familiar, conversational, light vocabulary loadFamiliar, conversational, light vocabulary load

Knowledge DemandsKnowledge Demands

Low intertextuality, few references to other textsLow intertextuality, few references to other texts

Everyday knowledge and familiarityEveryday knowledge and familiarity3737

QUALITATIVE MEASURESQUALITATIVE MEASURESCOMPLEX TEXTCOMPLEX TEXTLevels of MeaningLevels of Meaning

Multiple levels of meaningMultiple levels of meaning

Purpose may be hidden or obscurePurpose may be hidden or obscure

StructureStructure

Graphics essential to understanding textGraphics essential to understanding text

Specific to particular disciplineSpecific to particular discipline

Complex, unconventional, implicitComplex, unconventional, implicit

Language Conventionality and ClarityLanguage Conventionality and Clarity

Figurative, unfamiliar, or domain specific languageFigurative, unfamiliar, or domain specific language

Complex sentence structures, high vocabulary loadComplex sentence structures, high vocabulary load

Knowledge DemandsKnowledge Demands

Content knowledge, specializeContent knowledge, specialized knowledge requiredd knowledge required

HHigh intertextuality/many references or citationsigh intertextuality/many references or citations3838

OTHER TEXT COMPLEXITYOTHER TEXT COMPLEXITYCONSIDERATIONSCONSIDERATIONS

READER AND TASKREADER AND TASK

Complexity of task Complexity of task assignedassignedDegree of independence Degree of independence required when readingrequired when readingVocabulary knowledgeVocabulary knowledgeWorld knowledgeWorld knowledgeMotivation and interestMotivation and interestPurposePurpose

TEXT FREE OR LIGHT-TEXT TEXT FREE OR LIGHT-TEXT SOURCES OF INFORMATIONSOURCES OF INFORMATION

““There may one day be modes and There may one day be modes and methods of information delivery methods of information delivery that are as efficient and powerful that are as efficient and powerful as text, but for now there is no as text, but for now there is no contest. To grow, our students contest. To grow, our students must read lots, and more must read lots, and more specifically they must read lots of specifically they must read lots of “complex” texts – texts that offer “complex” texts – texts that offer them new language, new them new language, new knowledge, and new modes of knowledge, and new modes of thought.” (CCSS Appendix A, Page thought.” (CCSS Appendix A, Page 182)182)4040