Posts tagged ‘Lexile’

April 10, 2014

‘College and career ready’ students should be reading at a 1450 Lexile

by Grace

Paige Jaeger, Coordinator of School Library Services for WSWHE BOCEs in New York, offers the basics of Lexiles 101, including how they fit into Common Core Standards.

  • The Common Core has defined where “college and career ready” (CCR) students should be reading and it’s a 1450  Lexile.  Therefore, they scaffolded in reverse levels to graduate students at the appropriate level.  These Lexile levels are more difficult than where typical students are reading.
  • Lexile is an algorithm. It is a mathematical assessment of a linguistic product. 
  • Lexiles (and other readability statistics) are fallible. (For instance, it is not valid for prose or drama and is less valid for fiction in 1000+ Lexile range.) 
  • The parent organization to the CCSS, (CCSSO formally called the Governor’s convention) recently released a white paper verifying the validity of text complexity. Therefore, we have to pay attention to this essential shift to embrace “rigor” in reading.
  • To read the recent white paper from the Council of Chief State School Officers click here. This article compares a number of algorithms and the summarizes text complexity for the CCSS. 
  • Text complexity formulas were meant for instructional purposes.
  • Pleasure reading should be allowed at any level and this is validated in the Common Core, Appendix A, page 9, paragraph 1:

CCS does not require teachers to select texts based only on complexity.

The Common Core has asked teachers to evaluate classroom materials for quality as well as quantity.  Complexity is only one piece of the puzzle. In addition, a teacher, librarian, or educator, has to pay attention to:

  •  Complexity – Lexile, vocabulary
  •  Qualitative measures -value
  •  Reader and the task -is there enough in the text to foster good discussion, value -added assignments, and begin a knowledge exploration. How can I use this novel or passage to foster critical thinking skills?

Jaeger writes that “Microsoft Word’s Flesch-Kincaid measure has also been proven valid”.  That’s good to know since I find it is a handy tool to use in assessing writing.

Related:  High school students are assigned too many FIFTH-GRADE books (Cost of College)

June 13, 2012

High school students are assigned too many FIFTH-GRADE books

by Grace

High school students are assigned too many fifth-grade books, according to Sandra Stotsky in Minding the Campus.

According to Renaissance Learning’s 2012 report on the books read by almost 400,000 students in grades 9-12 in 2010-2011, the average reading level of the top 40 books is a little above fifth grade (5.3 to be exact). While 27 of the 40 books are UG (upper grade in interest level), a fifth-grade reading level is obviously not high enough for college-level reading. Nor is it high enough for high school-level reading, either, or for informed citizenship.

Closing the performance gap means dumbing down the curriculum.

… the average reading level of books read by “struggling” readers in grades 9-12 was 4.9. Does the average book reading level for all kids have to fall down to the fourth-grade level (it was 6.1 in Renaissance Learning’s first report–in May 2008) before we can declare victory on that egalitarian front and move on to what really matters–increasing everyone’s reading scores?…

… national scores in reading have been moving downward for almost 20 years. Average scores on the grade 12 NAEP reading tests were lower in 2009 than in 1992. In addition, average scores on the SAT fell in 2011, “with the reading score for the high school class of 2011 falling three points to 497, the lowest on record,” and the writing score continuing its decline since the writing test was introduced less than a decade ago. The latter trend is to be expected. As research consistently shows, writing is dependent on reading, and as average reading levels decline, so will writing achievement.

The classics are simplified for high school students.

… Many high school students are now reading “classics” rewritten at a second-, third-, or fourth-grade level (e.g., Harriet Tubman and the Underground Railroad, A Tale of Two Cities, Romeo and Juliet,The Time Machine, A Midsummer Night’s Dream, Jane Eyre, Dr. Jekyll and Mr. Hyde, The Scarlet Letter, and A Christmas Carol), although only Romeo and Juliet is on the top 40 list for all high school students. In a few years, struggling readers may be more familiar with the “classics” as rewritten than regular readers are with them as written. This is perhaps the most appalling insight I had after looking over these lists. And some graphic novels are now required reading in college-sponsored summer programs for incoming freshmen, according to a 2011 “Beach Book” report.

It is still unclear if the new Common Core Standards will raise reading levels.

We’ll find out when we can apply a readability formula (with a grade-level placement score) to the reading passages selected for the common tests. If most are well above the fifth-grade reading level from grade 7 on and the cut score by grade 10 or 11 reflects high school level reading, perhaps we can begin to turn the ship of state around 180 degrees, so to speak.

A warning about the future

This republic cannot flourish in the 21st century, no matter how much time English or reading teachers spend teaching “21st century skills” with texts deemed UG, if the bulk of our population is reading at or below the fifth-grade level….

From the Lexile website, some key research findings:

  • The text complexity of K-12 textbooks has become increasingly “easier” over the last 50 years. The Common Core Standards quote research showing steep declines in average sentence length and vocabulary level in reading textbooks.
  • The text demands of college and careers have remained consistent or increased over the same time period. College students are expected to read complex text with greater independence than are high school students.
  • As a result, there is a significant gap between students’ reading abilities and the text demands of their postsecondary pursuits. Research shows that this gap is equal to a Lexile difference between grade 4 and grade 8 texts on the National Assessment of Educational Progress (NAEP).

Our local high school
I was pleasantly surprised by this reading list from a local freshman English class.  Here are most of the books they read this year as a class, along with their Lexile scores.

A Separate Peace  —  1110L
Animal Farm  —  1370L
Durable Goods  —  620L
Fahrenheit 451  —  890L
Night  —  570L
Romeo and Juliet  —  NP*
The Odyssey  —  Approx. 1000-1100L depending on translation
The Tragedy of Julius Caesar  —  1330L
To Kill a Mockingbird  —  870L

* NP = Non-Prose, not measured by Lexile

Related:  Lexile® measures and grade levels

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