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{{Short description|Educational tool for measuring readability level}}

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{{Reading}}


The '''Lexile Framework for Reading''' is an educational tool that uses a measure called a Lexile to match readers with reading resources such as books and articles. Readers and texts are assigned a Lexile score, where lower scores reflect easier readability for texts and lower reading ability for readers. Lexile scores are assigned based on individual words and sentence length, rather than qualitative analysis of the content. Thus, Lexile scores do not reflect multiple levels of textual meaning or the maturity of the content.<ref name="core">{{cite web|url=http://www.corestandards.org/assets/Appendix_A.pdf |title=Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects |publisher=Corestandards.org |accessdate=2014-02-16}}</ref> The [[United States]] [[Common Core State Standards]] recommend the use of alternative, qualitative methods to select books for grade 6 and above.<ref name="core" /> In the U.S., Lexile measures are reported annually from reading programs and assessments.<ref>Hiebert, E.H. (2002). Standards, assessment, and text difficulty. In A. E. Farstrup & S. J. Samuels (Eds.). ''What research has to say about reading instruction'' (3rd Ed.). Newark, DE: International Reading Association.<br/>{{cite web |url=http://www.improvemyreading.co.uk/portal/portal/lexiles/About+Lexile+Measures/Lexile+Guide |title=Lexile Guide |publisher=GL Assessment }}<br/>{{cite web |url=http://www.pearsoned.com/RESRPTS_FOR_POSTING/LEXILES/LQ4.%20LexilesinEducation.pdf |title=Lexiles in Education |accessdate=5 February 2010 |publisher=MetaMetrics }}<br/>Lennon, C. & Burdick, H. (2004).{{cite web |url=http://lexile.com/m/resources/materials/Lennon__Burdick_2004.pdf |title=The Lexile Framework as an approach for reading measurement and success. |publisher=MetaMetrics |url-status=dead |archiveurl=https://web.archive.org/web/20100103044012/http://lexile.com/m/resources/materials/Lennon__Burdick_2004.pdf |archivedate=2010-01-03 }}<br/>{{cite web |url=http://www.measuredprogress.org/aboutus/news/pts3_lexile_quantile.html |title=Measured Progress Adds Lexile and Quantile Measures to its Progress Toward Standards Online Assessment |accessdate=5 February 2010 |url-status=dead |archiveurl=https://web.archive.org/web/20110726130233/http://www.measuredprogress.org/aboutus/news/pts3_lexile_quantile.html |archivedate=26 July 2011 }}</ref> According to LightSail Education, about half of U.S. students in grades 3-12 receive a Lexile measure each year.<ref>{{Cite web |title=Working with Lexile Levels in 3rd Grade |url=https://lightsailed.com/working-with-lexile-levels-in-3rd-grade/#:~:text=Of%20course,%20there%20is%20no,of%20between%20330L%20and%20700L. |access-date=2024-10-30 |website=LightSail Education |language=en-US}}</ref> The Georgia Department of Education provides resources for using Lexile measures.<ref>{{cite web |title=Lexile Measures at Home |url=https://www.georgiastandards.org/resources/Documents/Lexile%20Measures%20at%20Home.pdf |publisher=Georgia Department of Education }}</ref>
The '''Lexile''' Framework for Reading is an educational tool that uses a measure called a Lexile to match readers of all ages with books, articles and other leveled reading resources. The Lexile Framework uses quantitative methods, based on individual words and sentence lengths, rather than qualitative analysis of content to produce scores. Accordingly, the scores for texts do not reflect factors such as multiple levels of meaning or maturity of themes,<ref name="core">http://www.corestandards.org/assets/Appendix_A.pdf</ref> and the US Common Core State Standards recommend the use of alternative, qualitative, methods for selecting books for students at grade 6 and over.<ref name="core" /> Lower scores are meant to reflect easier readability.


== Components of the Lexile framework ==
Lexile measures are reported from reading programs and assessments annually.<ref>Hiebert, E.H. (2002). Standards, assessment, and text difficulty. In A. E. Farstrup & S. J. Samuels (Eds.). ''What research has to say about reading instruction'' (3rd Ed.). Newark, DE: International Reading Association.<br/>{{cite web|url=http://www.improvemyreading.co.uk/portal/portal/lexiles/About+Lexile+Measures/Lexile+Guide |title=Lexile Guide |publisher=GL Assessment}}<br/>{{cite web|url=http://www.pearsoned.com/RESRPTS_FOR_POSTING/LEXILES/LQ4.%20LexilesinEducation.pdf |title=Lexiles in Education |accessdate=5 February 2010 |publisher=[[MetaMetrics]] }}<br/>Lennon, C. & Burdick, H. (2004).{{cite web|url=http://lexile.com/m/resources/materials/Lennon__Burdick_2004.pdf |title=The Lexile Framework as an approach for reading measurement and success. |publisher=[[MetaMetrics]]}}<br/>{{cite web|url=http://www.measuredprogress.org/aboutus/news/pts3_lexile_quantile.html |title=Measured Progress Adds Lexile and Quantile Measures to its Progress Toward Standards Online Assessment |accessdate=5 February 2010}} {{Dead link|date=October 2010|bot=H3llBot}}</ref> Thus, about half of U.S. students in grades 3rd through 12th receive a Lexile measure each year.<ref>{{cite web|url=http://www.census.gov/Press-Release/www/releases/archives/facts_for_features_special_editions/012084.html |title=Facts for Features |accessdate=16 June 2008 |publisher=US Census Bureau |archiveurl = http://web.archive.org/web/20080627120520/http://www.census.gov/Press-Release/www/releases/archives/facts_for_features_special_editions/012084.html <!-- Bot retrieved archive --> |archivedate = 27 June 2008}}</ref> Lexile measures are being used across schools in all 50 states and abroad.<ref>{{cite web|url=https://www.georgiastandards.org/resources/Documents/Lexile%20Measures%20at%20Home.pdf |title=Lexile Measures at Home |publisher=Georgia Department of Education}}</ref>
The Lexile Framework is made up of Lexile reader measures and Lexile text measures, both of which are put on the Lexile scale.


== Components of the Lexile Framework ==
===Lexile scale===
The Lexile scale runs from BR300 (Lexile) to above 2000L, though there is not an explicit bottom or top to the scale.<ref name="NCES">White, S. & Clement,J.{{cite web|url=http://nces.ed.gov/pubs2001/200108.pdf |title=Assessing the Lexile Framework: Results of a Panel Meeting |date=August 2001 |publisher=U.S. Department of Education, National Center for Education Statistic}}</ref> Scores 0L and below are reported as BR (Beginning Reader). These books or students may be coded as Lexile: BR. In some cases, a student will receive a BR code followed by a number (e.g. Lexile: BR150L). A measure of BR150L indicates that the Lexile measure is 150 units below 0L.<ref name="Lexile Codes">{{cite web |url=https://lexile.com/about-lexile/lexile-codes/] |title=The Lexile Framework for Reading: Lexile Codes |website=Lexile.com }}</ref>
The Lexile Framework for Reading is made up of Lexile reader measures and Lexile text measures, both of which are put on the Lexile scale.


==Lexile Scale==
===Lexile measure===
{{Disputed|section|date=February 2013}}
The Lexile scale runs from below 0L (Lexile) to above 2000L.<ref name="NCES">White, S. & Clement,J.{{cite web|url=http://nces.ed.gov/pubs2001/200108.pdf |title=Assessing the Lexile Framework: Results of a Panel Meeting |accessdate=August 2001 |publisher=U.S. Department of Education, National Center for Education Statistic}}</ref> Scores 0L and below are reported as BR (Beginning Reader).


A Lexile measure is defined as "the numeric representation of an individual's reading ability or a text's readability (or difficulty), followed by an 'L' (Lexile)".<ref>{{cite web |url=http://lexile.com/m/uploads/dibels/LinkingDIBELSORF-LexileFramework.pdf |title=Linking DIBELS Oral Reading Fluency with The Lexile Framework for Reading |accessdate=2010-02-08 |publisher=MetaMetrics |url-status=dead |archiveurl=https://web.archive.org/web/20120917093355/https://www.lexile.com/m/uploads/dibels/LinkingDIBELSORF-LexileFramework.pdf |archivedate=2012-09-17 }}</ref> There are two types of Lexile measures: Lexile reader measures and Lexile text measures. Reader measures are assigned to individuals based on their reading comprehension for a piece of text. Text measures are assigned to a piece of text based on the text's vocabulary and syntax. According to MetaMetrics, text measures are evaluated through the "Lexile Analyzer", a [[computer program]] that assigns a score based on vocabulary and syntax.<ref>{{Cite web |date=December 2021 |title=Text Preparation Guide |url=https://hubsupport.lexile.com/Images/Lexile%20Analyzer%20Text%20Preparation%20Guide.pdf |access-date=2024-10-08 |website=Lexile |publisher=MetaMetrics}}</ref> MetaMetrics states that over 150 publishers, including [[Capstone Publishers]],<ref>{{cite web|url=http://www.capstonepub.com/aspx/press.aspx?EntityKey=09April15 |title=News – Capstone |publisher=Capstonepub.com |date=2009-04-15 |accessdate=2013-11-07}}</ref> [[Discovery Education|Discovery Ed]], [[Houghton Mifflin Harcourt]], [[McGraw-Hill]], [[Pearson PLC]], [[Riverside Publishing]], [[Scholastic Corporation]], [[Simon & Schuster]],<ref>{{cite web|last=Andriani |first=Lynn |url=http://www.publishersweekly.com/pw/by-topic/childrens/childrens-book-news/article/2495-metametrics-providing-lexile-measures-for-simon-amp-schuster-.html |title=MetaMetrics Providing Lexile Measures for Simon & Schuster |publisher=Publishersweekly.com |date=2009-08-10 |accessdate=2013-11-07}}</ref> [[Workman Publishing Company]],<ref>{{cite web|url=http://www.lexile.com/newsevents/2008-press-releases/workman-publishing-adopts-lexile-measures|title=Workman Publishing Adopts Lexile Measures|accessdate=March 14, 2011 |url-status=dead |archiveurl=https://web.archive.org/web/20100111233142/http://www.lexile.com/newsevents/2008-press-releases/workman-publishing-adopts-lexile-measures/ |archivedate=January 11, 2010 }}</ref> and [[World Book Encyclopedia|World Book]],<ref>{{cite web|url=http://www.internetatschools.com/Articles/News/Breaking-News/World-Book-Adds-Lexile-Measures-to-World-Book-Web-Articles-66811.aspx |title=World Book Adds Lexile Measures to World Book Web Articles – Internet@Schools Magazine |publisher=Internetatschools.com |date=2010-04-23 |accessdate=2013-11-07}}</ref> offer certified Lexile text measures for their materials.<ref>{{cite web|url=http://www.lexile.com/about-lexile/how-to-get-lexile-measures/text-measure/publishers/who-else-is-doing-it/ |title=Who Are Our Publisher Partners |publisher=Lexile.com |accessdate=2014-05-20}}</ref>
==Lexile Measure==
A Lexile measure is defined as "the numeric representation of an individual’s reading
ability or a text’s readability (or difficulty), followed by an “L” (Lexile)".<ref>{{cite web|url=http://lexile.com/m/uploads/dibels/LinkingDIBELSORF-LexileFramework.pdf |title=Linking DIBELS Oral Reading Fluency with The Lexile Framework for Reading |accessdate=2009 |publisher= [[MetaMetrics]]}}</ref> There are two types of Lexile measures: Lexile reader measures and Lexile text measures. A Lexile reader measure typically is obtained when an individual completes a [[reading comprehension]] test. Once a field study has been performed to link Lexile Framework with the test, the individual’s reading score can be reported as a Lexile measure.


According to MetaMetrics, Lexile text measures can assist in selecting appropriately challenging materials for readers.<ref name="Lexile">{{cite web |author1=Colleen Lennon |author2=Hal Burdick |title=The Lexile Framework as an Approach for Reading Measurement and Success |url=https://cdn.lexile.com/m/uploads/whitepapers/Lexile-Reading-Measurement-and-Success-0504_MetaMetricsWhitepaper.pdf |access-date=4 October 2024 |page=4 |language=English}}</ref>
For an individual, a Lexile measure is typically obtained from a reading comprehension assessment or program. These range from the adolescent level (DIBELS: Dynamic Indicators of Basic [[Children\'s literature|Early Literacy]] Skills) to the adult level (TABE: Test of Adult [[Basic education|Basic Education]]).
A Lexile text measure is obtained by evaluating the readability of a piece of text, such as a book or an article. The Lexile Analyzer, a [[Computer program|software program]] specially designed to evaluate reading demand, analyzes the text’s semantic (word frequency) and syntactic (sentence length) characteristics and assigns it a Lexile measure. Over 60,000 Web sites, 115,000 fiction and nonfiction books, and 80 million articles have Lexile measures, and these numbers continue to grow. Over 150 publishers including Capstone Publishers,<ref>{{cite web|url=http://www.capstonepub.com/aspx/press.aspx?EntityKey=09April15 |title=News - Capstone |publisher=Capstonepub.com |date=2009-04-15 |accessdate=2013-11-07}}</ref> Discovery Ed, [[Houghton Mifflin Harcourt]], [[McGraw-Hill]], [[Pearson PLC]], [[Riverside Publishing]], [[Scholastic Corporation]], [[Simon & Schuster]],<ref>{{cite web|last=Andriani |first=Lynn |url=http://www.publishersweekly.com/pw/by-topic/childrens/childrens-book-news/article/2495-metametrics-providing-lexile-measures-for-simon-amp-schuster-.html |title=MetaMetrics Providing Lexile Measures for Simon & Schuster |publisher=Publishersweekly.com |date=2009-08-10 |accessdate=2013-11-07}}</ref> [[Workman Publishing Company]],<ref>[http://www.lexile.com/newsevents/2008-press-releases/workman-publishing-adopts-lexile-measures/ ]{{dead link|date=November 2013}}</ref> and World Book<ref>{{cite web|url=http://www.internetatschools.com/Articles/News/Breaking-News/World-Book-Adds-Lexile-Measures-to-World-Book-Web-Articles-66811.aspx |title=World Book Adds Lexile Measures to World Book Web Articles - Internet@Schools Magazine |publisher=Internetatschools.com |date=2010-04-23 |accessdate=2013-11-07}}</ref> offer certified Lexile text measures for their materials.<ref>[http://www.lexile.com/publishers/who-else-is-doing-it/ ]{{dead link|date=November 2013}}</ref>


The maker claims that noting the Lexile measure of a text can assist in selecting “targeted” materials that present an appropriate level of challenge for a reader — not too difficult to be frustrating, yet difficult enough to challenge a reader and encourage reading growth. {{Citation needed|date=February 2013}}


===Lexile codes===
There is no direct correspondence between a specific Lexile measure and a specific grade level. {{Disputed|date=February 2013}}
Some books receive Lexile codes—two-letter designations that appear before the Lexile measure—to provide additional context about developmental appropriateness, reading difficulty, and intended use. BR is the only code that applies to both readers and text.<ref name="Lexile Codes"></ref>
{| class="wikitable"
|-
! Code !! Meaning !! Book information !! Example !! Lexile measure
|-
| AD || Adult-directed || Picture books that are usually read to a child || Maurice Sendak's ''[[Where the Wild Things Are]]'' || AD740L
|-
| NC || Non-Conforming || Books with a Lexile measure markedly higher than is typical for the publisher's intended audience || Seymour Simon's ''Amazing Aircraft'' || NC710L
|-
| HL || High-Low || Books with a Lexile measure much lower than the average reading ability of the intended age range of its readers || Beth Goobie's ''Sticks and Stones'' || HL430L
|-
| IG || Illustrated guide || Books that consist of independent pieces or sections of text that could be moved around without affecting the overall linear flow of the book || Dr. Gerald Legg's ''Birds of Prey'' || IG320L
|-
| GN || Graphic novel || Graphic novel or comic book where the majority of the text appears as voice in thought bubbles || Siena Cherson Siegel's ''To Dance: A Ballerina's Graphic Novel'' || GN610L
|-
| BR || Beginning reader || Books or readers with a Lexile measure below 0L || Don Curry's ''Fall Leaves''|| BR20L
|-
| NP || Non-prose || Book comprising more than 50% non-standard or non-conforming prose, whose text cannot be assigned a Lexile measure || Maurice Sendak's ''Alligators All Around'' || NP
|}


== History ==
== History ==
The Lexile framework was created in 1989 by MetaMetrics. From 1984 to 1996, MetaMetrics received funding through five grants from [[Small Business Innovation Research]], obtained through the [[National Institutes of Health]], to develop a measurement system for reading and writing.<ref name="webster2000">{{cite web |author=Webster, L. |date=Spring 2000 |title=Jack Stenner: The Lexile King |url=http://www.rasch.org/pm/pm3-12.pdf |publisher=Popular Measurement}}</ref><ref>{{cite web |url=http://www.metametricsinc.com/DesktopDefault.aspx?view=mm&tabindex=1&tabid=66&tabpageid=470 |archive-url=https://web.archive.org/web/20061217001122/http://www.metametricsinc.com/DesktopDefault.aspx?view=mm&tabindex=1&tabid=66&tabpageid=470 |url-status=dead |archive-date=17 December 2006 |title=Management |accessdate=10 February 2010 |publisher=MetaMetrics }}<br/>Smith, D.R., Stenner, A.J., Horabin, I., & Smith, M.(1989). The Lexile Scale in Theory and Practice. Final report for NIH grant HD-19448</ref>
The genesis of the Lexile Framework for Reading can be traced back to work that A. Jackson Stenner, MetaMetrics chairman and CEO, was performing for the national evaluation of Head Start, when he had to compare different programs from across the country that used different outcome measures.<ref name="webster2000">Webster, L. (2000).{{cite web|url=http://www.rasch.org/pm/pm3-12.pdf |title=Jack Stenner: The Lexile King |publisher=''Popular Measurement''}}</ref> These different outcome measures were due to the different tests that were used to measure academic skills.


The measurement ideas embedded in the Lexile framework can be found in two 1982–83 articles by Stenner and Smith.<ref>Stenner, A. J. & Smith, M. (1982).{{cite web |url=http://www.lexile.com/m/resources/materials/Stenner__Smith-_Testing_Construct_Theories.pdf |title=Testing Construct Theories |publisher=Perceptual and Motor Skills |url-status=dead |archiveurl=https://web.archive.org/web/20100103114804/http://lexile.com/m/resources/materials/Stenner__Smith-_Testing_Construct_Theories.pdf |archivedate=2010-01-03 }}<br/>Stenner, A. J., Smith, M., & Burdick, D. S.(1983)</ref><ref>{{cite web |url=http://www.lexile.com/m/resources/materials/Stenner_Smith_Burdick-_Toward_a_theory_of_construct_definition.pdf |title=Toward a Theory of Construct Definition |publisher=Journal of Educational Measurement |url-status=dead |archiveurl=https://web.archive.org/web/20100103114654/http://lexile.com/m/resources/materials/Stenner_Smith_Burdick-_Toward_a_theory_of_construct_definition.pdf |archivedate=2010-01-03 }}</ref>
The development of the Lexile Framework was fueled by conversations and comments from Dr. John B. Carroll (UNC-Chapel Hill) and Dr. Benjamin Wright (University of Chicago), and was done with mathematical and psychometrical assistance from Dr. Donald S. Burdick, associate professor emeritus of Statistical Science, Duke University, and current senior scientist at MetaMetrics.<ref name="webster2000" />


== Independent evaluations ==
The Lexile Framework was developed by [[MetaMetrics]] co-founders Stenner and Malbert Smith III, Ph.D. The initial funding for the development of the Lexile Framework was provided by the [[National Institute of Health]] through the Small Business Innovation Research grant program. Over a twelve-year period, Stenner and Smith received a total of five grants.<ref name="webster2000" /><ref>{{cite web|url=http://www.metametricsinc.com/DesktopDefault.aspx?view=mm&tabindex=1&tabid=66&tabpageid=470 |title=Management |accessdate= 10 February 2010 |publisher=[[MetaMetrics]]}}<br/>Smith, D.R., Stenner, A.J., Horabin, I., & Smith, M.(1989). The Lexile Scale in Theory and Practice. Final report for NIH grant HD-19448</ref>
In Mesmer's ''Tools for Matching Readers to Texts: Research Based Practices'', a 2006 study by Walpole et al. is described,<ref name="walpole">{{cite journal|author= Walpole, S., Hayes, L., and Robnolt, V. |year =2006|title= Matching second graders to text:The utility of a group-administered comprehension measure|journal= Reading Research and Instruction| volume = 46| issue = 1|doi=10.1080/19388070609558458|pages=1–22|s2cid =143121709}}</ref> in which 47 second-graders were assigned texts based on their Lexile scores. The study found that the students could read texts at their assigned Lexile scores (93%), but also noted that 43% of the sampled books were below a basic standard for 2nd grade. Mesmer concludes that "Lexile scores and book levels may not help teachers in finding books that can be read fluently" and lists the cost of using the Lexile inventory tools as a disadvantage.<ref name="Mesmer, 2008">{{cite book |last=Mesmer|first=Heidi Anne E|date=2008|title=Tools for Matching Readers to Text: Research Based Practices|url=https://archive.org/details/toolsformatching0000mesm/page/52/mode/2up|url-status= |location= |publisher=Guilford Press|isbn= |archive-url= |archive-date=}}</ref>


In 2001, the [[National Center for Educational Statistics]] (NCES) published a review of Lexile measures, concluding that the framework is an improvement over traditional reading measures, while also noting the omission of factors such as reader motivation, interest, and knowledge.<ref name="NCES" /> The review affirmed the value of sentence length and word frequency as measures of complexity but also stated that these metrics are an estimated correlate of readability. The NCES concluded that while other work on text metrics may be more useful, Lexile scores are easier to analyze.<ref name="NCES" />
The measurement ideas embedded in the Lexile Framework can be found in two early articles by Drs. Stenner and Smith, “Testing Construct Theories” (1982) in Perceptual and Motor Skills and “Toward a Theory of Construct Definition”(1983) in the ''[[Journal of Educational Measurement]]''.<ref>Stenner, A. J. & Smith, M. (1982).{{cite web|url=http://www.lexile.com/m/resources/materials/Stenner__Smith-_Testing_Construct_Theories.pdf |title=Testing Construct Theories |publisher=''Perceptual and Motor Skills''}}<br/>Stenner, A. J., Smith, M., & Burdick, D. S.(1983).{{cite web|url=http://www.lexile.com/m/resources/materials/Stenner_Smith_Burdick-_Toward_a_theory_of_construct_definition.pdf |title=Toward a Theory of Construct Definition |publisher=''Journal of Educational Measurement''}}</ref>


In 2001, [[Stephen Krashen]] published an article arguing that the Lexile Framework was potentially harmful in limiting students' reading choices and that the resources spent on it might be better spent on books.<ref name=":0">{{cite web|url=http://sdkrashen.com/content/articles/lexile_framework.pdf |title=The Lexile Framework: Unnecessary and Potentially Harmful&nbsp;–Page 1 |date= |accessdate=2014-02-16}}</ref>
== Independent Evaluations of The Lexile Framework for Reading ==
In Mesmer's ''Tools for Matching Readers to Texts: Research Based Practices'', she stated that the Lexile Framework for Reading was valid, reliable, and had "excellent psychometric properties."<ref name="mesmer2007">Mesmer, H. (2007). ''Tools for Matching Readers to Text: Research Based Practices''Guilford Publications, Inc.</ref>


In a paper titled "Interpreting Lexiles in Online Contexts and with Informational Texts", Elfrieda H. Hiebert concluded that the variability of Lexile scores within the same text can be extensive and that slight changes in punctuation can result in "significant reclassification" on the Lexile scale.<ref name="Lexiles2009">{{cite web|url=https://www.researchgate.net/publication/242114570|title=Interpreting Lexiles in Online Contexts and with Informational Texts|publisher=Apexlearning.com|accessdate=2024-10-08}}</ref>
Walpole et al.,<ref name="walpole">[http://www.tandfonline.com/doi/abs/10.1080/19388070609558458], Walpole, S., Hayes, L., and Robnolt, V. (2006). ''Matching second graders to text: The utility of a group‐administered comprehension measure'', Reading Research and Instruction, Volume 46, Issue 1</ref> is mentioned in Mesmer, and details a study which used Lexile to match 47 second grade readers to text books. The study found that Lexile was successful at matching students to texts with respect to reading accuracy (93%), but not at matching readers to texts that they could read at an acceptable rate: "Without support, either
in the form of fluency modeling or repeated reading, these texts would be too difficult for these students to read productively on their own." <ref name="walpole" />


== Common core standards==
In 2002, the Lexile Framework was evaluated by Dr. Dale Carlson. The independent consultant found that the Lexile Framework had a "well-delineated theoretical foundation."<ref name="carlson2002">Carlson, D. (2002).''The Validity and Potential Usefulness of the Lexile Framework:
U.S. Common Core State Standards for English Language Arts states that Lexile scores can be used to help determine text complexity levels for students. The standards also note that quantitative methods like Lexile may underestimate the challenges of complex narrative fiction and that qualitative measures should be prioritized for students in grade 6 and above.<ref name="core" />
A Brief Review Conducted for the Wyoming Department of Education''</ref> Both Carlson and Mesmer have remarked on the positive and unique characteristic of having both the student and text on the same scale.<ref name="mesmer2007" /><ref name="carlson2002" />

In 2001, the [[National Center for Educational Statistics]] (NCES) formally reviewed Lexile measures. The report acknowledged the science behind Lexile measures: “The panel affirmed the value of both sentence length and word frequency as overall measures of semantic and syntactic complexity....”<ref name="NCES">White, S. & Clement, J. (2001). Assessing the Lexile Framework: Results of a panel meeting. NCES Working Paper Series, Working Paper No. 2001-08. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.</ref> Additionally, according to one panel member, the Lexile Framework appears “…exceptional in the psychometric care with which it has been developed; the extent of its formal validation with different populations of texts, tests, and children; in its automation; and in its developers’ continual quest to improve it.” However, the report also identified a number of issues and the different authors identified a range of concerns, such as the exclusion of factors such as reader knowledge, motivation and interest: "The notion of purpose in reading is excluded in the Lexile Framework. This is a serious oversight because of the dramatic effects that purpose can have on reading" <ref name="NCES" />

== Criticisms ==

Stephen Krashen, prominent educational researcher in language acquisition and professor emeritus at the University of Southern California, raised serious concerns with the Lexile rating system in his article, “The Lexile Framework: Unnecessary and Potentially Harmful.” <ref>http://sdkrashen.com/content/articles/lexile_framework.pdf</ref> Krashen argues that a reading difficulty rating system limits children’s choices and steers them away from reading books in which they may be interested.

Furthermore, like most reading formulas, the formula used to determine a book’s Lexile level can often lead to a flawed rating. For example, ''The Library Mouse'', by Daniel Kirk, is a 32-page children’s picture book rated by Amazon.com as “for ages 4-8” and has a Lexile score of 830. However, Stephenie Meyer’s 498-page, young adult novel ''Twilight'' only garners a Lexile score of 720. Similarly, Beverly Cleary’s ''Ramona Quimby, Age 8'', has a Lexile score of 860, while Michael Crichton’s ''Jurassic Park'' only has a score of 710.<ref>{{cite web|url=http://www.lexile.com |title=The Lexile Framework for Reading |publisher=Lexile.com |date= |accessdate=2013-11-07}}</ref>

Dr. Elfrieda H. Hiebert, Professor of Educational Psychology at University of California, Berkeley, noted in her study, "Interpreting Lexiles in Online Contexts and with Informational Texts," “The variability across individual parts of texts can be extensive. Within a single chapter of ''Pride and Prejudice'', for example, 125-word excerpts of text (the unit of assessments used to obtain students’ Lexile levels) that were pulled from every 1,000 words had Lexiles that ranged from 670 to 1310, with an average of 952. The range of 640 on the LS [Lexile Scale] represents the span from third grade to college.” <ref name="Lexiles2009">http://www.apexlearning.com/documents/Research_InterpretingLexiles_2009-02(1).pdf</ref>

Dr. Hiebert also demonstrated that slight changes in punctuation, such as changing commas to periods, resulted in “significant reclassification on the LS [Lexile Scale].<ref name="Lexiles2009" />

Besides limiting children’s reading choices and misrepresenting books’ reading difficulty, adoption of the Lexile Scale has had other negative effects, but more at a systemic level. When school districts and states began to mandate specific readability programs, textbook publishers responded by manipulating texts to tailor them to the requirements of the readability formulas.<ref name="Lexiles2009" />

Furthermore, the Lexile Framework costs states and school districts valuable resources. Even though other readability formulas, such as the Flesch-Kincaid used in Microsoft Word’s software, are widely used to establish reading levels and difficulty, the Lexile Scale is the major method of establishing text difficulty in American schools. However, unlike readability formulas of the past, MetaMetrics, the creator of the Lexile Framework, “retained the processing of readability as intellectual property, requiring educators and other clients to pay for their services to obtain readability levels.”<ref name="Lexiles2009" /> The cost of using the Lexile inventory tools is also listed as one of the disadvantages of using the system by Mesmer.<ref name="mesmer2007" />

== Lexile Measures and The Common Core Standards==
Lexile measures are cited in the U.S. Common Core State Standards for English Language Arts to provide text complexity grade and corresponding Lexile ranges. These grade and Lexile ranges are used to help determine at what text complexity level students should be reading to help ensure students are prepared for the reading demands of college and careers.<ref name="core">http://www.corestandards.org/assets/Appendix_A.pdf</ref> However, this also notes that quantitative methods, including Lexile scores, often underestimate the challenges posed by complex narrative fiction which might use relatively simple prose. The Core standards note that until quantitative methods are able to take into account the factors that might make such texts challenging, preference should be given to qualitative measures of text complexity when evaluating narrative fiction intended for students in grade 6 and over.<ref name="core" />


== Examples of books with Lexile measures ==
== Examples of books with Lexile measures ==

{| class="wikitable"
{| class="wikitable"
|-
|-
Line 77: Line 75:
! Lexile
! Lexile
|-
|-
| ''[[The Cat in the Hat]]''
| ''[[Green Eggs and Ham]]''
| [[Dr. Seuss]]
| [[Dr. Seuss]]
| [http://lexile.com/book/details/9780394800011/ 260L]
| [https://hub.lexile.com/find-a-book/book-details/9780394800165/ 210L]
|-
|-
| ''Clifford the Big Red Dog''
| ''[[Clifford the Big Red Dog]]''
| [[Norman Bridwell]]
| [[Norman Bridwell]]
| [http://lexile.com/book/details/9780590442947/ 330L]
| [https://hub.lexile.com/find-a-book/book-details/9780590442978/ 370L]
|-
|-
| ''[[The Very Hungry Caterpillar]]''
| ''[[The Very Hungry Caterpillar]]''
| [[Eric Carle]]
| [[Eric Carle]]
| [http://lexile.com/book/details/9780590030298/ 460L]
| [https://hub.lexile.com/find-a-book/book-details/9780590030298/ AD460L]
|-
|-
| ''[[The Giving Tree]]''
| ''[[The Giving Tree]]''
| [[Shel Silverstein]]
| [[Shel Silverstein]]
| [http://lexile.com/book/details/9780060256654/ 530L]
| [https://hub.lexile.com/find-a-book/book-details/9780060256654/ 530L]
|-
|-
| ''[[The Sun Also Rises]]''
| ''[[The Sun Also Rises]]''
| [[Ernest Hemingway]]
| [[Ernest Hemingway]]
| [http://www.lexile.com/book/details/9780684800714/ 610L]
| [https://hub.lexile.com/find-a-book/book-details/9780684800714/ 610L]
|-
|-
| ''[[Charlotte's Web]]''
| ''[[Charlotte's Web]]''
| [[E. B. White]]
| [[E. B. White]]
| [http://lexile.com/book/details/9780590505840/ 680L]
| [https://hub.lexile.com/find-a-book/book-details/9780590505840/ 680L]
|-
|-
| ''[[Twilight (novel)]]''
| ''[[Twilight (Meyer novel)|Twilight]]''
| [[Stephenie Meyer]]
| [[Stephenie Meyer]]
| [http://lexile.com/book/details/9780316160179/ 720L]
| [https://hub.lexile.com/find-a-book/book-details/9780316160179/ 720L]
|-
|-
| ''[[A Farewell to Arms]]''
| ''[[A Farewell to Arms]]''
| [[Ernest Hemingway]]
| [[Ernest Hemingway]]
| [https://hub.lexile.com/find-a-book/book-details/9780684837888/ 730L]
| [http://src.scholastic.com/bookexpert//detail_title.asp?UID=3259525015F841B68F913DC0C3232F12&subt=0&item=1431 730L]
|-|-
|-
| ''[[Harry Potter and the Sorcerer's Stone (novel)]]''
| ''[[Harry Potter and the Sorcerer's Stone (novel)|Harry Potter and the Sorcerer's Stone]]''
| [[J. K. Rowling]]
| [[J. K. Rowling]]
| [http://lexile.com/book/details/9780590353403/ 880L]
| [https://hub.lexile.com/find-a-book/book-details/9780590353403/ 880L]
|-
|-
| ''[[A Tale of Two Cities]]''
| ''[[A Tale of Two Cities]]''
| [[Charles Dickens]]
| [[Charles Dickens]]
| [http://lexile.com/book/details/9781424005284/ 990L]
| [https://hub.lexile.com/find-a-book/book-details/9781424005284/ 990L]
|-
|-
| ''[[The Hobbit]]''
| ''[[The Hobbit]]''
| [[J. R. R. Tolkien]]
| [[J. R. R. Tolkien]]
| [http://lexile.com/book/details/9780345339683/ 1000L]
| [https://hub.lexile.com/find-a-book/book-details/9780345339683/ 1000L]
|-
|-
| ''[[Gone with the Wind]]''
| ''[[Pride and Prejudice]]''
| [[Margaret Mitchell]]
| [[Jane Austen]]
| [http://lexile.com/book/details/9780446365383/ 1100L]
| [https://hub.lexile.com/find-a-book/book-details/9780192833556/ 1190L]
|-
|-
| ''[[A Brief History of Time]]''
| ''[[A Brief History of Time]]''
| [[Stephen Hawking]]
| [[Stephen Hawking]]
| [http://lexile.com/book/details/9780553380163/ 1290L]
| [https://hub.lexile.com/find-a-book/book-details/9780553380163/ 1290L]
|-
|''[[Robinson Crusoe]]''
|[[Daniel Defoe]]
| [https://hub.lexile.com/find-a-book/book-details/9780899664033/ 1360]
|-
| ''[[Rob Roy (novel)|Rob Roy]]''
| [[Walter Scott]]
| [https://hub.lexile.com/find-a-book/book-details/9780192817631/ 1560L]
|}
|}


More examples are available here [http://www.lexile.com/m/uploads/maps/Lexile-Map.pdf].
More examples are available [https://hub.lexile.com/find-a-book/ here].<ref>{{cite web|url=http://cdn.lexile.com/m/cms_page_media/135/Lexile%20Map_8.5x11_FINAL_Updated_May_2013%20(4).pdf |title=The Lexile Framework for Reading Map |publisher=Lexile.com |accessdate=2014-06-13}}</ref>

==Lexile Use==
Over 40 reading assessments and programs report Lexile measures, including many popular instruments from Scholastic, Pearson, CTB/McGraw-Hill and Riverside Publishing, as well as a growing number of year-end state assessments.<ref>{{cite web|url=http://www.lexile.com/readingassessments |title=How To Get A Lexile Measure |accessdate=10 February 2010}}</ref>

===Reading Assessments that Report Lexile Measures===
<ref>{{cite web|url=http://lexile.com/about-lexile/How-to-get-lexile-measures/ |title=How to get a Lexile Measure |publisher=Lexile.com |date= |accessdate=2013-11-07}}</ref>

:'''State Assessments'''<ref>{{cite web|url=http://www.lexile.com/about-lexile/How-to-get-lexile-measures/states/ |title=State Assessments |publisher=Lexile.com |date= |accessdate=2013-11-07}}</ref>
:* [[Arizona's Instrument to Measure Standards|Arizona's Instrument to Measure Standards (AIMS)]]
:* [http://www.cde.ca.gov/ta/tg/sr/readinglist.asp California English-Language Arts Standards Test]
:* [http://de.portal.airast.org/ Delaware Comprehensive Assessment System]
:* [http://www.justreadflorida.com/instrreading.asp Florida Assessments for Instruction in Reading (FAIR)]
:* Georgia Criterion-Referenced Competency Tests and the Georgia High School Graduation Tests(Georgia [http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT.aspx CRCT] and [http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/GHSGT.aspx GHSGT])
:* Hawaii State Assessment
:* [[Illinois Standards Achievement Test|Illinois State Achievement Test (ISAT)]]
:* Kansas State Assessments of Reading
:* Kentucky Core Curriculum Test (KCCT)
:* [[Minnesota Comprehensive Assessments—Series II|Minnesota Comprehensive Assessments (MCA)]]
:* [http://ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html New Mexico Standards-Based Assessment] (SBA)
:* [[North Carolina End of Grade Tests|North Carolina End-of-Grade and English I End-of-Course (NCEOG and NCEOC)]]
:* [[Oklahoma Core Curriculum Tests|Oklahoma Core Curriculum Test (OCCT)]]
:* [http://www.oaks.k12.or.us/ Oregon Assessment of Knowledge and Skills (OAKS)]
:* [[Palmetto Assessment of State Standards|South Carolina Palmetto Assessment of State Standards (Pass)]]
:* [[South Dakota State Test of Educational Progress|South Dakota State Test of Educational Progress (DSTEP)]]
:* [[Tennessee Comprehensive Assessment Program|Tennessee Comprehensive Assessment Program (TCAP) Achievement Test]]
:* [[TAKS|Texas Assessment of Knowledge and Skills (TAKS)]]
:* [[Standards of Learning|Virginia Standards of Learning Tests (SOL)]]
:* [[Kanawha County Schools#WESTEST 2|West Virginia WESTEST 2]]
:* [http://edu.wyoming.gov/programs/statewide_assessment_system/paws.aspx Proficiency Assessments for Wyoming Students (PAWS)]

:'''Norm-Referenced Assessments'''<ref>{{cite web|url=http://www.lexile.com/about-lexile/How-to-get-lexile-measures/norm-formative/ |title=Norm-Referenced Assessments |publisher=Lexile.com |date= |accessdate=2013-11-07}}</ref>
:* [[CTB/McGraw-Hill|CTB/McGraw-Hill: TerraNova (CAT/6 and CTBS/5) and Tests of Adult Basic Education (TABE)]]
:* [http://erblearn.org/parents/achievement/ctp ERB: Comprehensive Testing Program, 4th Edition (CTP 4)]
:* Pearson: [http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=E132C&Mode=summary Stanford 9], [http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=SAT10C&Mode=summary Stanford 10], [http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=E164C&Mode=summary MAT 8], and [http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=aprenda3 Aprenda 3]
:* Riverside Publishing: The Iowa Tests [[Iowa Tests of Basic Skills|(ITBS)]] and [[Iowa Tests of Educational Development|(ITED)]] and [http://www.riverpub.com/products/gmrt/index.html Gates-MacGinitie Reading Tests, Fourth Edition]

:'''Interim/Benchmark Assessments'''<ref>[http://www.lexile.com/about-lexile/How-to-get-lexile-measures/interimbenchmark-assessments/ ]{{dead link|date=November 2013}}</ref>
:* [http://www.apluslearninglink.com/ American Education Corporation: A+ LearningLink assessment]
:* [[DIBELS|Dynamic Measurement Group: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)]]
:* [http://www.fcrr.org/FAIR/index.shtm Florida Center for Reading Research: Florida Assessments for Instruction in Reading]
:* Measured Progress: Progress Toward Standards (PTS3)
:* [http://www.nwea.org/products-services/computer-based-adaptive-assessments/map NWEA: Measures of Academic Progress (MAP)]
:* Pearson: [http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-4887-242 Stanford Diagnostic Reading Test, Fourth Edition (SDRT 4 )] and [http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8774-051&Mode=summary Stanford Learning First]
:* [http://www.edperformance.com/ Scantron: Performance Series]
:* [http://teacher.scholastic.com/products/sri_reading_assessment/programoverview.htm Scholastic: Scholastic Reading Inventory (SRI)]

:'''Spanish Assessments'''<ref>[http://www.lexile.com/about-lexile/How-to-get-lexile-measures/spanish-assessments/ ]{{dead link|date=November 2013}}</ref>
:* [http://www.achieve3000.com/ Achieve3000]: KidBiz3000; Grades 2-8, TeenBiz3000; Grades 9-12
:* New Mexico Standards-Based Assessment Grades 3-9, 11
:* Pearson: [http://education.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=Aprenda3 Aprenda 3]
:* [http://teacher.scholastic.com/products/sri_reading_assessment/programoverview.htm Scholastic: Scholastic Reading Inventory]
:* Texas Assessment of Knowledge and Skills ([[TAKS]])-Spanish; Grades 3-6

:'''International Assessments'''<ref>[http://www.lexile.com/about-lexile/How-to-get-lexile-measures/international-assessments/ ]{{dead link|date=November 2013}}</ref>
:* [http://www.natmal.com/?banner=1&bid1=LEXILE&bid2=Exam&bid3=003&bid4=001%20 E-LQ Assessment]
:* GL Assessment, Progress in English (PIE) assessment; ages 7-11
:* [http://www.ets.org/ ETS: TOEFL]
:* [http://www.ets.org/ ETS: TOEIC]
:* [http://teacher.scholastic.com/products/sri_reading_assessment/index.htm Scholastic International]


==Use==
:'''Assessments for Homeschoolers'''<ref>{{cite web|url=http://www.lexile.com/about-lexile/How-to-get-lexile-measures/assessments-for-homeschoolers/ |title=Assessments for Homeschoolers |publisher=Lexile.com |date= |accessdate=2013-11-07}}</ref>
Lexile measures are reported by various reading assessments and programs.<ref>{{cite web|url=http://www.lexile.com/readingassessments |title=How To Get A Lexile Measure |accessdate=10 February 2010}}</ref>
:* BJU Press Testing and Evaluation: [http://www.bjupress.com/testing/ Stanford and Iowa achievement tests]
:* EdGate: [http://www.totalreader.com/c/ Total Reader (TR)]
:* [http://riverpub.com/products/gmrt/index.html Riverside Publishing: Gates-MacGinitie Reading Tests]
:* Riverside Publishing: [[Iowa Tests of Basic Skills|Iowa Tests of Basic Skills (ITBS)]]


===Reading Programs that Report Lexile Measures===
===Reading assessments that report Lexile measures===
<ref>{{cite web|url=http://www.lexile.com/about-lexile/How-to-get-lexile-measures/readingprograms/ |title=Reading Programs |publisher=Lexile.com |date= |accessdate=2013-11-07}}</ref>
'''Source:'''<ref>{{cite web|url=http://lexile.com/about-lexile/How-to-get-lexile-measures/ |title=How to get a Lexile Measure |publisher=Lexile.com |date= |accessdate=2013-11-07}}</ref>
'''State assessments'''<ref>{{cite web |url=http://www.lexile.com/about-lexile/How-to-get-lexile-measures/states/ |title=State Assessments |publisher=Lexile.com |accessdate=2013-11-07 |url-status=dead |archiveurl=https://archive.today/20120905143257/http://www.lexile.com/about-lexile/How-to-get-lexile-measures/states/ |archivedate=2012-09-05 }}</ref>
:* [http://www.achieve3000.com/ Achieve3000]: [http://www.achieve3000.com/literacy-solutions/grades-2-12/elementary-school-grades2-5 KidBiz3000] and [http://www.achieve3000.com/literacy-solutions/grades-2-12/middle-school-grades-6-8 TeenBiz3000]
* [[Arizona's Instrument to Measure Standards]] (AIMS)
:* Capstone Digital: [http://www.thefutureinreading.com/ myON reader]
* California English-Language Arts Standards Test
:* [https://www.engagingenglish.com/product-gallery/ Engaging English]
* Delaware Comprehensive Assessment System
:* EdGate: [http://www.totalreader.com/c/ Total Reader (TR)]
* Florida Assessments for Instruction in Reading (FAIR)
:* [http://www.ngsp.com/ Hampton-Brown: The Edge and Insider]
* Georgia [[Georgia Milestones]] and the [[Georgia High School Graduation Test]] (GM and GHSGT)
:* [[Houghton Mifflin Harcourt]]: Earobics
* Hawaii State Assessment
:* [http://www.launchpadlearning.com/ LaunchPad Learning]
* [[Illinois Standards Achievement Test]] (ISAT)
:* [http://www.mindysbookworms.org/ Mindy's Bookworms]
* Kansas State Assessments of Reading
:* Pearson/Longman/Prentice Hall: MyReadingLab
* Kentucky Core Curriculum Test (KCCT)
:* [http://teacher.scholastic.com/products/independent_reading/scholastic_reading_counts/index.htm Scholastic Reading Counts!], [http://read180.scholastic.com/reading-intervention-program READ 180], and [http://teacher.scholastic.com/products/readabout/overview.htm ReadAbout]
* [[Minnesota Comprehensive Assessments—Series II|Minnesota Comprehensive Assessments (MCA)]]
:* [http://sopriswest.http.internapcdn.net/sopriswest_vitalstream_com/FlipBooks/marketing/L_3rd_rebuilding_lit/index.html?site=sw Sopris West: LANGUAGE!]
* New Mexico Standards-Based Assessment (SBA)
:* [http://www.studysync.com/ StudySync]
* [[North Carolina End of Grade Tests|North Carolina End-of-Grade and English I End-of-Course (NCEOG and NCEOC)]]
:* [http://www.nettrekker.com/us Thinkronize: netTrekker d.i.]
* [[Oklahoma Core Curriculum Tests|Oklahoma Core Curriculum Test (OCCT)]]
:* Voyager Expanded Learning: [http://www.voyagerlearning.com/prj/index.jsp Passport Reading Journeys]
* Oregon Assessment of Knowledge and Skills (OAKS)
* South Carolina [[Palmetto Assessment of State Standards]] (PASS)
* [[South Dakota State Test of Educational Progress]] (DSTEP)
* [[Tennessee Comprehensive Assessment Program|Tennessee Comprehensive Assessment Program (TCAP) Achievement Test]]
* [[Texas Assessment of Knowledge and Skills]] (TAKS)
* Virginia [[Standards of Learning]] Tests (SOL)
* [[Kanawha County Schools#WESTEST 2|West Virginia WESTEST 2]]
* Proficiency Assessments for Wyoming Students (PAWS)


== Free Tools==
Both [[Barnes & Noble]]’s [http://www.barnesandnoble.com/reading-level-reading-books-lexile/search.asp Lexile Reading Level Wizard] and [[MetaMetrics]]’ [http://www.lexile.com/fab/ Find a Book] are free utilities that enable students to find books on subjects that interests them and are within their Lexile range. MetaMetrics also offers two tools free of charge to educators. The organization offers access to the Lexile Analyzer, a software program that is used to determine the Lexile measure of a text, and the Lexile Titles Database Download, a file containing Lexile measures for over one hundred thousand books.


== References ==
==References==
{{Reflist|colwidth=30em}}


{{Readability tests}}
{{reflist|colwidth=30em}}


[[Category:Readability tests]]
[[Category:Readability tests]]

Latest revision as of 21:48, 8 November 2024

Lexile
CreatorMetaMetrics
Websitewww.lexile.com
Part of a series on
Reading
Learning to read
Scientific theories and models
Cognitive processes
Reading instruction
Reading rate
Readability
Reading differences and disabilities
Language
Literacy

The Lexile Framework for Reading is an educational tool that uses a measure called a Lexile to match readers with reading resources such as books and articles. Readers and texts are assigned a Lexile score, where lower scores reflect easier readability for texts and lower reading ability for readers. Lexile scores are assigned based on individual words and sentence length, rather than qualitative analysis of the content. Thus, Lexile scores do not reflect multiple levels of textual meaning or the maturity of the content.[1] The United States Common Core State Standards recommend the use of alternative, qualitative methods to select books for grade 6 and above.[1] In the U.S., Lexile measures are reported annually from reading programs and assessments.[2] According to LightSail Education, about half of U.S. students in grades 3-12 receive a Lexile measure each year.[3] The Georgia Department of Education provides resources for using Lexile measures.[4]

Components of the Lexile framework

[edit]

The Lexile Framework is made up of Lexile reader measures and Lexile text measures, both of which are put on the Lexile scale.

Lexile scale

[edit]

The Lexile scale runs from BR300 (Lexile) to above 2000L, though there is not an explicit bottom or top to the scale.[5] Scores 0L and below are reported as BR (Beginning Reader). These books or students may be coded as Lexile: BR. In some cases, a student will receive a BR code followed by a number (e.g. Lexile: BR150L). A measure of BR150L indicates that the Lexile measure is 150 units below 0L.[6]

Lexile measure

[edit]

A Lexile measure is defined as "the numeric representation of an individual's reading ability or a text's readability (or difficulty), followed by an 'L' (Lexile)".[7] There are two types of Lexile measures: Lexile reader measures and Lexile text measures. Reader measures are assigned to individuals based on their reading comprehension for a piece of text. Text measures are assigned to a piece of text based on the text's vocabulary and syntax. According to MetaMetrics, text measures are evaluated through the "Lexile Analyzer", a computer program that assigns a score based on vocabulary and syntax.[8] MetaMetrics states that over 150 publishers, including Capstone Publishers,[9] Discovery Ed, Houghton Mifflin Harcourt, McGraw-Hill, Pearson PLC, Riverside Publishing, Scholastic Corporation, Simon & Schuster,[10] Workman Publishing Company,[11] and World Book,[12] offer certified Lexile text measures for their materials.[13]

According to MetaMetrics, Lexile text measures can assist in selecting appropriately challenging materials for readers.[14]


Lexile codes

[edit]

Some books receive Lexile codes—two-letter designations that appear before the Lexile measure—to provide additional context about developmental appropriateness, reading difficulty, and intended use. BR is the only code that applies to both readers and text.[6]

Code Meaning Book information Example Lexile measure
AD Adult-directed Picture books that are usually read to a child Maurice Sendak's Where the Wild Things Are AD740L
NC Non-Conforming Books with a Lexile measure markedly higher than is typical for the publisher's intended audience Seymour Simon's Amazing Aircraft NC710L
HL High-Low Books with a Lexile measure much lower than the average reading ability of the intended age range of its readers Beth Goobie's Sticks and Stones HL430L
IG Illustrated guide Books that consist of independent pieces or sections of text that could be moved around without affecting the overall linear flow of the book Dr. Gerald Legg's Birds of Prey IG320L
GN Graphic novel Graphic novel or comic book where the majority of the text appears as voice in thought bubbles Siena Cherson Siegel's To Dance: A Ballerina's Graphic Novel GN610L
BR Beginning reader Books or readers with a Lexile measure below 0L Don Curry's Fall Leaves BR20L
NP Non-prose Book comprising more than 50% non-standard or non-conforming prose, whose text cannot be assigned a Lexile measure Maurice Sendak's Alligators All Around NP

History

[edit]

The Lexile framework was created in 1989 by MetaMetrics. From 1984 to 1996, MetaMetrics received funding through five grants from Small Business Innovation Research, obtained through the National Institutes of Health, to develop a measurement system for reading and writing.[15][16]

The measurement ideas embedded in the Lexile framework can be found in two 1982–83 articles by Stenner and Smith.[17][18]

Independent evaluations

[edit]

In Mesmer's Tools for Matching Readers to Texts: Research Based Practices, a 2006 study by Walpole et al. is described,[19] in which 47 second-graders were assigned texts based on their Lexile scores. The study found that the students could read texts at their assigned Lexile scores (93%), but also noted that 43% of the sampled books were below a basic standard for 2nd grade. Mesmer concludes that "Lexile scores and book levels may not help teachers in finding books that can be read fluently" and lists the cost of using the Lexile inventory tools as a disadvantage.[20]

In 2001, the National Center for Educational Statistics (NCES) published a review of Lexile measures, concluding that the framework is an improvement over traditional reading measures, while also noting the omission of factors such as reader motivation, interest, and knowledge.[5] The review affirmed the value of sentence length and word frequency as measures of complexity but also stated that these metrics are an estimated correlate of readability. The NCES concluded that while other work on text metrics may be more useful, Lexile scores are easier to analyze.[5]

In 2001, Stephen Krashen published an article arguing that the Lexile Framework was potentially harmful in limiting students' reading choices and that the resources spent on it might be better spent on books.[21]

In a paper titled "Interpreting Lexiles in Online Contexts and with Informational Texts", Elfrieda H. Hiebert concluded that the variability of Lexile scores within the same text can be extensive and that slight changes in punctuation can result in "significant reclassification" on the Lexile scale.[22]

Common core standards

[edit]

U.S. Common Core State Standards for English Language Arts states that Lexile scores can be used to help determine text complexity levels for students. The standards also note that quantitative methods like Lexile may underestimate the challenges of complex narrative fiction and that qualitative measures should be prioritized for students in grade 6 and above.[1]

Examples of books with Lexile measures

[edit]
Title Author Lexile
Green Eggs and Ham Dr. Seuss 210L
Clifford the Big Red Dog Norman Bridwell 370L
The Very Hungry Caterpillar Eric Carle AD460L
The Giving Tree Shel Silverstein 530L
The Sun Also Rises Ernest Hemingway 610L
Charlotte's Web E. B. White 680L
Twilight Stephenie Meyer 720L
A Farewell to Arms Ernest Hemingway 730L
Harry Potter and the Sorcerer's Stone J. K. Rowling 880L
A Tale of Two Cities Charles Dickens 990L
The Hobbit J. R. R. Tolkien 1000L
Pride and Prejudice Jane Austen 1190L
A Brief History of Time Stephen Hawking 1290L
Robinson Crusoe Daniel Defoe 1360
Rob Roy Walter Scott 1560L

More examples are available here.[23]

Use

[edit]

Lexile measures are reported by various reading assessments and programs.[24]

Reading assessments that report Lexile measures

[edit]

Source:[25] State assessments[26]


References

[edit]
  1. ^ a b c "Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects" (PDF). Corestandards.org. Retrieved 2014-02-16.
  2. ^ Hiebert, E.H. (2002). Standards, assessment, and text difficulty. In A. E. Farstrup & S. J. Samuels (Eds.). What research has to say about reading instruction (3rd Ed.). Newark, DE: International Reading Association.
    "Lexile Guide". GL Assessment.
    "Lexiles in Education" (PDF). MetaMetrics. Retrieved 5 February 2010.
    Lennon, C. & Burdick, H. (2004)."The Lexile Framework as an approach for reading measurement and success" (PDF). MetaMetrics. Archived from the original (PDF) on 2010-01-03.
    "Measured Progress Adds Lexile and Quantile Measures to its Progress Toward Standards Online Assessment". Archived from the original on 26 July 2011. Retrieved 5 February 2010.
  3. ^ "Working with Lexile Levels in 3rd Grade". LightSail Education. Retrieved 2024-10-30.
  4. ^ "Lexile Measures at Home" (PDF). Georgia Department of Education.
  5. ^ a b c White, S. & Clement,J."Assessing the Lexile Framework: Results of a Panel Meeting" (PDF). U.S. Department of Education, National Center for Education Statistic. August 2001.
  6. ^ a b "The Lexile Framework for Reading: Lexile Codes". Lexile.com.
  7. ^ "Linking DIBELS Oral Reading Fluency with The Lexile Framework for Reading" (PDF). MetaMetrics. Archived from the original (PDF) on 2012-09-17. Retrieved 2010-02-08.
  8. ^ "Text Preparation Guide" (PDF). Lexile. MetaMetrics. December 2021. Retrieved 2024-10-08.
  9. ^ "News – Capstone". Capstonepub.com. 2009-04-15. Retrieved 2013-11-07.
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  11. ^ "Workman Publishing Adopts Lexile Measures". Archived from the original on January 11, 2010. Retrieved March 14, 2011.
  12. ^ "World Book Adds Lexile Measures to World Book Web Articles – Internet@Schools Magazine". Internetatschools.com. 2010-04-23. Retrieved 2013-11-07.
  13. ^ "Who Are Our Publisher Partners". Lexile.com. Retrieved 2014-05-20.
  14. ^ Colleen Lennon; Hal Burdick. "The Lexile Framework as an Approach for Reading Measurement and Success" (PDF). p. 4. Retrieved 4 October 2024.
  15. ^ Webster, L. (Spring 2000). "Jack Stenner: The Lexile King" (PDF). Popular Measurement.
  16. ^ "Management". MetaMetrics. Archived from the original on 17 December 2006. Retrieved 10 February 2010.
    Smith, D.R., Stenner, A.J., Horabin, I., & Smith, M.(1989). The Lexile Scale in Theory and Practice. Final report for NIH grant HD-19448
  17. ^ Stenner, A. J. & Smith, M. (1982)."Testing Construct Theories" (PDF). Perceptual and Motor Skills. Archived from the original (PDF) on 2010-01-03.
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  18. ^ "Toward a Theory of Construct Definition" (PDF). Journal of Educational Measurement. Archived from the original (PDF) on 2010-01-03.
  19. ^ Walpole, S., Hayes, L., and Robnolt, V. (2006). "Matching second graders to text:The utility of a group-administered comprehension measure". Reading Research and Instruction. 46 (1): 1–22. doi:10.1080/19388070609558458. S2CID 143121709.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  20. ^ Mesmer, Heidi Anne E (2008). Tools for Matching Readers to Text: Research Based Practices. Guilford Press.
  21. ^ "The Lexile Framework: Unnecessary and Potentially Harmful –Page 1" (PDF). Retrieved 2014-02-16.
  22. ^ "Interpreting Lexiles in Online Contexts and with Informational Texts". Apexlearning.com. Retrieved 2024-10-08.
  23. ^ "The Lexile Framework for Reading Map" (PDF). Lexile.com. Retrieved 2014-06-13.
  24. ^ "How To Get A Lexile Measure". Retrieved 10 February 2010.
  25. ^ "How to get a Lexile Measure". Lexile.com. Retrieved 2013-11-07.
  26. ^ "State Assessments". Lexile.com. Archived from the original on 2012-09-05. Retrieved 2013-11-07.
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