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Below is a copy of the information that I received in regards to Lexile levels and grade equivalent levels. I know we had some discussion about a month ago about this and I am hoping this is helpful to anyone who needs it. Darla Grediaign District Librarian Yukon Koyukuk School District Fairbanks, Alaska Darla- Thank you for your e-mail concerning the Lexile Framework. Because of the many problems associated with grade equivalents, there is not a direct translation from a specific Lexile measure to a specific grade level. Within any classroom there will be a range of readers and a range of materials to be read. In a fifth-grade classroom there will be some readers that are far ahead of the rest (about 250L above the typical reader) and there will be some readers that are far below the rest (about 250L below the typical reader). To say that some books are "just right" for fifth graders assumes that all fifth graders are reading at the same level. What we try to do with the Lexile Framework is to match readers with texts at whatever level the reader is reading. Just because a student is an excellent reader does not mean that he or she would comprehend a text typically found at a higher grade level. Without the background knowledge the words would not have much meaning. A high Lexile measure for a grade indicates that the student can read grade-level appropriate materials at a higher comprehension level (say 90%). In the classroom, if a teacher is doing a lesson on the solar system, he or she can suggest additional readings at a variety of levels. Therefore, each child can read additional books, but the lower readers can read an easier book and the better readers can read a harder book. The Educational Levels displayed on the Lexile Map indicate approximately the middle 50% of materials found in a typical grade-level classroom (see chart below). For example, the instructional materials typically found in a third-grade classroom range from about 500L to 700L. You can go in many third-grade classrooms and find materials that would have measures below 500L or above 700L. We have also conducted numerous studies with large samples of students and have observed approximate reading levels (about the middle 50% of the students-the interquartile range) for each grade level (see chart below). Remember that there are still about 50% of the students that are reading higher or lower than these ranges. Grade Reader Measures (Interquartile Range, Mid-Year) Text Measures (from Lexile Framework Map) 1 2 3 4 5 6 7 8 9 10 11 and 12 up to 300L 140L to 500L 330L to 700L 445L to 810L 565L to 910L 665L to 1000L 735L to 1065L 805L to 1120L 855L to 1165L 905L to 1195L 940L to 1210L 200L to 400L 300L to 500L 500L to 700L 650L to 850L 750L to 950L 850L to 1050L 950L to 1075L 1000L to 1100L 1050L to 1150L 1100L to 1200L 1100L to 1300L You will notice there is considerable overlap between the grades. This is typical of the reading levels of students in the grades and materials published. In addition, the level of support you provide during reading instruction and the motivation of the reader impact the reading experience. Students who are interested in reading about a specific topic (and therefore motivated) are able to read text that is at a higher level than his or her reading level (about 100L). The real power of the Lexile Framework is in examining the growth of readers-wherever the reader may be in the development of his or her reading skills. Readers can be matched with texts that they are forecasted to read with 75% comprehension. As a reader grows, he or she can be matched with more demanding texts. And, as the texts become more demanding, then the reader grows. For more information or a copy of The Lexile Framework* for Reading Map, please visit our website at www.lexile.com/ <http://www.lexile.com/faq/lx_faq.html> faq/lx_faq.html. Don't forget to mention this listserv when contacting us on our website. If you have any more questions or comments, don't hesitate to e-mail me at esanford@lexile.com. Ellie E. Sanford, Ph.D. Director of Technical Research MetaMetrics, Inc. =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST), send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 4) SET LM_NET MAIL * Please allow for confirmation from Listserv. For LM_NET Help see: http://ericir.syr.edu/lm_net/ Archives: http://askeric.org/Virtual/Listserv_Archives/LM_NET.html =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=