Understanding Lexiles as Quantitative Measures of Text Complexity

2 Lexile ® Measure Two types of Lexile measures Lexile reader measure Represents a person’s reading ability on the Lexile scale** (this is what is reported on the PMRN reports) Lexile text measure Indicates the reading demand of the text in terms of vocabulary difficulty and sentence length (provided by the publisher) Used together they can help predict how well a reader should comprehend a text at a specific Lexile level Range of Lexiles: BR-2000L (BR = Beginning Reader)

3 Typical Reader and Text Measures by Grade Midyear Interquartile Range (from the Lexile Map) GradeReaderText 1Up to 300L200L to 400L 2140L to 500L300L to 500L 3330L to 700L500L to 700L 4445L to 810L650L to 850L 5565L to 910L750L to 950L 6665L to 1000L850L L 7735L to 1065L950L to 1075L 8805L to 1100L1000L to 1100L 9855L to 1165L1050L to 1150L 10905L to 1195L1100L to 1200L L 1210L1100L to 1300L

4 The interquartile range is the middle 50% of reader measures and text measures for each grade (2 nd and 3 rd quartiles). It is important to remember that 25% of the students and texts are below the lower number (1 st quartile) and 25% are above the higher number (4 th quartile). There is also considerable overlap between grades. Lexiles

5 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 ). Lexiles

9 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

FAIR Link – Teacher Resources Destiny.browardschools.com – Destiny Quest Beep.browardschools.com – Tumble Books Lexile Resources

- 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 Codes AD – Adult Directed (Picture Books) NC – Non-Conforming (Lexile higher than developmental level) HL – High Interest-Low Readability (Lexile lower than developmental level) IG – Illustrated Guide (Independent sections, i.e., Encyclopedias) GN – Graphic Novel (Comic Books) BR – Beginning Reading (Emergent Readers) NC – Non-Prose (More than 50% non-standard, i.e., plays, poems, songs, etc.

ook

Lexile Analyzer Register for free. Convert text to “simple text” by using “Save As.” Submit text up to 1000 words in length. Analyzer will provide lexile for the text.

Lexile Analyzer

STUDENTS MUST BE TAUGHT TO READ AT GRADE LEVEL Some students will need more scaffolding to read more complex text. Scaffolding should not replace the reading of the text by telling the students what they will learn or becoming a simpler source of information. Scaffolds need to enable all students to access the complex text directly, rather than reduce the complexity of the text. 23

Scaffolds Read the text aloud with students reading along Teach new vocabulary and new or difficult academic words Pronounce and practice new or difficult vocabulary words Guide the readers when encountering places in the text where they may struggle Use shorter pieces of complex text 24

Scaffolds Use note taking, text marking and coding Read closely and reread a great deal Ask questions that can only be answered by close reading of the text, have students generate questions Text based discussions about the text that require evidence to support claims Writing in response to reading

26 Age/grade level materials for exposure to structures, content, vocabulary Instructional level materials that allow them to progress Easy materials that allow them to practice Can be more “challenging” if familiar or interesting May need to be less “challenging” if unfamiliar or uninteresting Teachers must ensure that students engage with:

Using Lexiles in your classroom Develop reading lists that are tailored to provide appropriately challenging reading. Enhance thematic teaching by building a bank of titles at varying lexile levels that not only support the theme, but provide a way for all students to successfully participate in the theme. Use as an additional organizing tool when sequencing materials. For example, you could gradually increase the difficulty of the read aloud books that you use throughout the year.

Using Lexiles in your classroom Use the Lexile Book Database and “Find a Book” Web site to support book selection and create book lists within a student’s lexile range and/or areas of interest. Multiple texts and supplementary materials are an excellent strategy for differentiation – meeting students where they are and moving them as quickly and as far as possible. Select texts that are at or above students’ ranges to stimulate growth when a topic is of extreme interest or when you will be adding extra support such as background teaching or discussion.

Benefits of Lexiles Connect students with books and articles at their lexile range with the confidence that they will find the texts appropriately challenging Promote and to monitor reading growth and progress Assign the right level of reading material in any curriculum area Predict comprehension and determine the need for scaffolding instruction Group students for scaffolded instruction Group students for cooperative learning tasks

Reading Above Your Lexile Range Don’t sacrifice content for readability – use lexiles to gauge the comprehension gap and bridge that gap with instruction, like background teaching and discussion. Higher-level books provide a great opportunity for reading growth. If a student is highly motivated to read a particular book, he or she will attempt to read that book regardless of it’s lexile level. Books above a reader’s lexile level can help to stimulate growth when the topic is of real interest to the reader. Remember, however, that a reader might encounter enough unknown vocabulary and difficult sentences that he or she may disengage with the text.

Reading Below Your Lexile Level Struggling and reluctant readers can use lexiles to find easier books to practice with on topics they are interested in or are required to read about. If a required text or book is required, lexiles can help you find other books or texts on the same subject at a lower lexile level. When factors make a particular reading situation more challenging, threatening, or unfamiliar, lower-level text can be a safety net for students. Remember, however, that opportunities to learn new words and encounter new kinds of sentences might not occur frequently.

The reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. (CCSS Page 8) Common Core State Standard #10 requires that students read and comprehend complex literary and informational text in their text complexity grade band independently and proficiently. CCSS on Text Complexity

Text Complexity Grade Bands and Associated Lexile Ranges (Metametrics) Text Complexity Grade Band in the StandardsOld LexileLexile RangesRanges Alligned To CCR K-1N/AN/A CCR

Levels of meaning, structure, language conventionality and clarity, and knowledge demands Readability measures – Word length; word frequency/familiarit y – 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) Three Factors for Measuring Text Complexity

Measures of Text Complexity Quantitative measures or readability formulas stand as proxies for semantic and syntactic stand as proxies for semantic and syntactic complexity: complexity: Word length; word frequency/familiarity Sentence length and text length Qualitative measures complement and sometimes correct quantitative measures: correct quantitative measures:Purpose Language conventionality and clarity Text Structures Knowledge demands

QUALITATIVE MEASURES UNCOMPLICATED TEXT Levels of Meaning Explicitly states purpose Single level of meaning Structure Simple and explicit Graphics unnecessary to understanding text Chronological order Language Conventionality and Clarity Literal and clear Familiar, conversational, light vocabulary load Knowledge Demands Low intertextuality, few references to other texts Everyday knowledge and familiarity 37

QUALITATIVE MEASURES COMPLEX TEXT Levels of Meaning Multiple levels of meaning Purpose may be hidden or obscure Structure Graphics essential to understanding text Specific to particular discipline Complex, unconventional, implicit Language Conventionality and Clarity Figurative, unfamiliar, or domain specific language Complex sentence structures, high vocabulary load Knowledge Demands Content knowledge, specialize d knowledge required H igh intertextuality/many references or citations 38

OTHER TEXT COMPLEXITY CONSIDERATIONS READER AND TASK Complexity of task assigned Degree of independence required when reading Vocabulary knowledge World knowledge Motivation and interest Purpose

TEXT FREE OR LIGHT-TEXT SOURCES OF INFORMATION “There may one day be modes and methods of information delivery that are as efficient and powerful as text, but for now there is no contest. To grow, our students must read lots, and more specifically they must read lots of “complex” texts – texts that offer them new language, new knowledge, and new modes of thought.” (CCSS Appendix A, Page 182) 40