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Grade leveling has been a standard practice for matching reading materials with students, but it presents several challenges. The methods used to determine grade levels vary based on assessment tools, resulting in inconsistencies. Additionally, a child’s grade level often does not reflect their reading abilities. Understanding Lexile measures provides insight into a child's reading level, which more accurately predicts their comprehension of texts. This analysis highlights the importance of aligning children's reading materials with their specific ability levels rather than rigid grade classifications.
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Why Not Grade Levels? Even though grade leveling has been widely used, it has a number of problems that make it hard to match children with reading material reliably: Grade levels are derived by looking at the average scores for each grade level which will be different based on the assessment used. Don’t use a scale with regular units of measurement Different reading tests use different methods to determine grade levels.
Why Not Grade Levels? • The grade level on a reading test may have very little connection to the grade level printed in the spine of a book. • Need an ability level of child and difficulty level of text • A child’s reading level has very little to do with his grade in school • Grade levels for books on the other hand, are derived by applying readability formulas to text
What is a Lexile? A unit that measures the students ability to “attack” the difficulty of a text (difficulty of vocabulary and complexity of sentences) Lexiles can range from below 0 to above 2000 The appropriate range of reading levels for a student is between 50L above and 100L below the reader’s lexile measure A reader’s lexile range is the difficulty level in which the reader can easily comprehend about 75% of the passage of text On MAP, Lexile ranges are reported on Teacher & Student Reports as the student’s RIT to Reading Range
600 lexile level 460 lexile level 300 lexile level
