Lexile reading assessment

Assessments & Reading Programs - MetaMetrics Inc.

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Many districts around the nation implement benchmark assessments several times a year and employ intervention programs to help monitor growth. The following assessment products report Lexile measures to guide instructional decisions throughout the year.

*These products may require additional fees to report Lexile measures.

Product Name	Company Name	Grade Levels Reporting Lexile Reading Measures
Acadience® Reading (formerly DIBELS Next®)	Acadience Learning	K-6
Achieve3000® Literacy (Levelset Assessment is integrated in the product. )	Achieve3000	2-12
Achieve3000® Spanish Literacy (Spanish Levelset Assessment is integrated into the product.)	Achieve3000	2-12
ACT® Aspire®* (State or district contract needed to report the measures.)	ACT	3-8 and Early High School (9, 10)
aimsweb®Plus	Pearson	1-8
Aprenda 3 (Spanish)*	Pearson	K-12
aReading (Adaptive Reading)	FastBridge	K-12
Beable Life-Ready Literacy™ Lexile Placement Test – English	Beable	2-12
Beable Life-Ready Literacy™ Lexile Placement Test – Spanish	Beable	2-12
BEACON Coming Soon	Data Recognition Corporation (DRC)	3-8
Cognia™ Interim Assessments	Cognia™	3-8
easyCBM®	Riverside Insights	K-8
Edge*	Cengage	9-12
Exact Path Reading Assessment	Edmentum	K-12
FLEX Literacy®	McGraw-Hill Education	3-10
Galileo® Benchmark Assessments	Imagine Learning	2-12
GMRT Fourth Edition (Gates-MacGinitie Reading Tests)*	Riverside Insights	1-12
Inside*	Cengage	6-8
Instructure: CASE Assessments	Instructure/TE21	3-9
i-Ready Diagnostic	Curriculum Associates	K-12
ISIP™ Reading	Istation	K-8
ISIP™ Español	Istation	K-5
LANGUAGE!®	Voyager Sopris Learning	3-12
LAS Links®*	Data Recognition Corporation (DRC)	K-12
LAS Links Español*	Data Recognition Corporation (DRC)	K-12
Lexia® RAPID™ Assessment	Lexia Learning	K-12
Lightsail Embedded Assessments	Lightsail	K-12
Literacy Pro™	Scholastic	1-12
MAP Growth®	NWEA	K-12
mCLASS® DIBELS® Next	Amplify	K-6
mCLASS® Text Reading and Comprehension Test (TRC)	Amplify	K-5
MyLab Reading	Pearson	4-12+
MyPath®	Imagine Learning	K-12
MyON® Reader	Renaissance	K-12
MyON® Reader Spanish	Renaissance	K-5
PAR (Progress Assessment of Reading) (PAR embedded within products)	Voyager Sopris Learning	1-10
Performance Series	Scantron	K-12
PSAT 10* (State or district contract needed to report the measures. )	College Board	10
PSAT 8/9* (State or district contract needed to report the measures.)	College Board	8-9
Readable English	Readable English	Grades 2-12
Reading Horizons Discovery®	Reading Horizons	K-3
Reading Horizons Elevate®	Reading Horizons	4-12
Reading Inventory®	Houghton Mifflin Harcourt (HMH)	K-12
Reading Level Assessment (RLA)	Imagine Learning	2-6
Rosen LevelUp	Rosen	PreK-2
SAT* (State or district contract needed to report the measures.)	College Board	11-12
SAT10 (Stanford Achievement Test)*	Pearson	K-12
Star Early Literacy®	Renaissance	K-2
Star Reading®	Renaissance	1-12
Star Reading Assessments® in Spanish	Renaissance	1-12
TABE® 11&12 Coming Soon	Data Recognition Corporation (DRC)	9-12+
TerraNova*	Data Recognition Corporation (DRC)	K-12
The Iowa Assessments™*	Riverside Insights	1-12
Total Reader	EDmin	K-12+

Updated 11/04/2022

Literacy and Lexile® Measures

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It’s much more than just reading words on a page. Literacy involves reading, understanding, and communicating effectively — all skills that are needed not only for tests, but for life. The Lexile^® Framework is a way for schools to know the difficulty of the materials your child can read and understand. All 50 states, including Texas, use Lexile^® measures to improve student achievement in reading comprehension.

What the LEXILE

Helps You Make the Best Reading Choices

When you know the Lexile® text measure of a book and the Lexile^® reader measure of a student, you can match books to the student’s reading ability — finding books that are not too easy, not too hard, but just right.

Shows the Range of Readers Across Grade Levels

Within any classroom, there will be a range of readers. Instead of classifying books by a single grade level, Lexile^® measures provide a variety of choices for students with different reading abilities in that grade.

Tracks Students' Progress Over Time

A helpful feature of the Lexile^® scale is that it can be used to show whether reading ability is growing over time. If not, then teachers and parents can offer a student the extra help they need to improve.

Helps To Create Summer Reading Lists

Lexile^® measures can be used to promote summer reading by helping parents guide their children to books that will not bore them by being too easy or frustrate them by being too difficult.

Using LEXILE® Tools at Home

Curious about your child’s Lexile® measure and what it means? Use these tools to learn more.

Find a Book

The Find a Book tool helps you choose books that are at the right Lexile^® measure for your child. Just enter your child’s Lexile^® measure to see available books.

Go to the Find a Book tool

Disclaimer:

The Lexile Titles Database® is a list of books with Lexile measures provided by MetaMetrics. Neither the Texas Education Agency (TEA) nor MetaMetrics chooses the books to be measured – the book publishers do. The publishers are reputable academic and trade publishers, and the developmental levels of books are displayed when the publishers provide them. In no way should one assume that the books are recommended or endorsed by TEA, nor should the books or database search results be taken as a suggested reading list. Parents and educators should preview books to make sure they are at the appropriate developmental level and are suitable for the child.

Growth Planner

You may wonder if your child will be prepared for the reading requirements of college and the workplace upon graduation. The Lexile^® Growth Planner provides some insight on this topic. With the Lexile^® Growth Planner, you can chart your child’s reading growth across different annual state assessments, forecast future reading growth, compare that forecasted reading growth with the text demands of college and careers, and, if needed, identify a custom growth path to ensure your child is college and career ready when they graduate from high school.

Go to Lexile^® Growth Planner

Links to LEXILE

Lexile

This six-minute animated video on the basic concepts and uses of the Lexile^® Framework for Reading is the perfect resource for educators and parents who are new to Lexile^® measures.

Lexile

This webpage contains topics and links that detail ways you can use a child’s Lexile^® measure — and the Lexile^® measures of books and other reading materials — to foster literacy and learning at home.

Summer Reading List

Over the summer months and without the structure of school, many students begin to slip in their reading abilities. This webpage offers parents suggestions for becoming more involved in their child’s summer reading.

The Lexile

Everything you need to know about the Lexile^® Framework for Reading in one easy-to-understand graphic.

Lexile

Lexile^® by Chapter Guides explore the text complexity within a book by providing Lexile^® measures for every chapter in the text. Each guide includes a graph and table displaying the Lexile^® information to help educators, parents, and students better understand where the peaks and valleys of complexity reside within a text.

The Lexile

The Lexile^® PowerV Vocabulary Tool identifies up to 10 challenging words in each book that are important for students to know. These words may be difficult for a student who is targeted with the book. Parents and students can use the tool to identify words students might want to familiarize themselves with prior to reading a particular book.

The Lexile

A two-page description of how The Lexile^® Framework for Reading links assessment with reading instruction.

Lexile

A two-page overview of the value and utility of the link between The Lexile^® Framework for Reading and the State of Texas Assessments of Academic Readiness (STAAR).

Relationship between Lexile

TEA partnered with MetaMetrics to conduct a series of studies to examine the relationship between the Lexile^® scale and the STAAR reading scale.  Read More »

Student participants were representative of Texas student population in reading ability and were similar to Texas student population in demographics such as gender, ethnicity, economic status, and English learner status. Students were given a paper/pencil Lexile^® Linking Test that contained multiple-choice reading comprehension questions. Students´ results on the Lexile^® Linking Test were examined in relation to the students’ results on the STAAR reading test. Researchers were able to establish a link between the STAAR reading scale and the Lexile^® scale. Although no high-stakes was associated with the Lexile^® measure on STAAR report card, it can be used as a resource for parents and educators. With Lexile^® measures, parents and educators now have information that can be used to promote and encourage growth in reading.

Links to Additional Resources

OCLC WorldCat

WorldCat is the world’s largest network of library content and services. WorldCat libraries are dedicated to providing access to their resources on the web, where most people start their search for information. WorldCat not only allows you to find the libraries nearest to your location but also allows you to search the materials included in the library’s collection.

Digital Knowledge Central

An online database in Texas, Digital Knowledge Central, offers a search feature that enables users to search more than 100 million articles from magazines, journals, newspapers, and e-books by Lexile^® measure.

Expand Your Child's Reading

One of the best ways to nurture a love of reading that leads to improved literacy is to take your children to the library regularly. Most libraries have special summer reading programs.

Find a Library Near You

Helpful Links

Check out the links below to quickly get where you need to go:

STAAR Alternate 2, TELPAS, and TELPAS Alternate Resources

• STAAR Alternate 2 Resources
• TELPAS Resources
• TELPAS Alternate Resources

Special Education Information and Call Center

• Go to SPEDTEX.org

Supplemental Special Education Services (SSES)

This program gives one-time $1500 grants to families of students served by special education.

• Go to SSES.TEA.TEXAS.GOV

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EGE assessment in English - new criteria in 2019

The unified state exam (USE) is called upon to assess the level of foreign language training of school graduates - its results are of paramount importance when enrolling in a university. Evaluation criteria are different for each part of the exam in English. In 2019, they have undergone a number of changes in relation to the criteria of 2018. In this article, we will look at them in detail.

Content and structure of the USE in English

The examination paper to test the knowledge of eleventh graders is divided into written and oral parts. There are 44 tasks in total - the first 38 require a short answer, the remaining 6 - a detailed one. The assignments are drawn up within the framework of the English language proficiency standards in force in Europe:

• A2 - basic level.
• B1 - increased.
• B2 - high.

The exam in English is taken in 2 stages: the written part and speaking are held on different days. 180 minutes are allotted for writing the first one. It combines 5 philological aspects:

• listening,
• reading,
• letter
• grammar and vocabulary tests.

The first two are given half an hour each, the rest are 40 and 80 minutes, respectively. Tasks are performed strictly sequentially. Exactly 15 minutes are given for the oral stage, along with preparation.

Evaluation criteria for various aspects

Completing each part earns points that are important for the final grade. Its maximum value is 100. In both parts of the state exam, points are distributed differently.

Written score

The criteria for evaluating writing and speaking are not identical - the work itself differs in the number of tasks, their complexity and the points awarded.

Oral score

All assignments for the USE are assessed by accredited experts with appropriate training and knowledge of the criteria. For an oral statement, both the volume (from 12 phrases) and the content matter. Sometimes it happens that the volume is quite sufficient, but in general the message does not solve the problem set by the examiners, and vice versa. In such cases, the score is reduced.

New USE criteria in English in 2019

In relation to the previous year, in 2019, the assessment criteria for task No. 40 “Letter” and its wording have changed. The rest of the exam will be assessed according to the same parameters.

The dependence of the score for the written exam on the score for the speaking block remains. If the communicative task is not solved, and the examiner received 0 for it, the marks for tasks numbered 39 and 40 are automatically reset to zero. In this case, the sections "Speaking" and "Writing" are considered not passed, and the graduate can count on a maximum of 60 points. Translated to the previous evaluation system, the following result is obtained:

• 22-58 points = 3,
• 59-83 = 4.

This is enough to get a high school diploma. For further education at the university - no. At the end of 2018, with 65-75 points for the Unified State Examination in a foreign language, one could count on a university of only regional significance; for a metropolitan university you need at least 81.

How is the oral exam in English assessed?

Oral English is evaluated by the effectiveness of solving a communicative task. There are 4 tasks in this section.

Each item has its own evaluation criteria. The task is considered to be completed "excellent" under the following conditions:

1. When reading, stress, intonation, phonetic rules, division of sentences into syntagms are observed.
2. Compliance with grammatical rules when constructing questions, including the necessary vocabulary and queries, compliance of the content with the communicative task.
3. Free speech without obviously learned pieces, exact correspondence of the description to the plan without logical errors.
4. The structure of a logical monologue of at least 12 sentences, the completeness of the description of all the specified elements.

Ignoring at least one of the above requirements leads to a decrease in the result.

Criteria for assessing the written USE in English

The assessment of the receptive and productive skills of the examinees is carried out according to different criteria - this can be seen from the table with the composition of the tasks.

Reading

This aspect includes 3 parts - their evaluation options are presented in the table.

When performing this block of tasks, the ability to work with the text is assessed - to determine the main idea, keywords, navigate the content, build a logical chain, establish a correspondence between the content of the text and the selected headings, passages, answers to questions. This will require knowledge of grammatical rules, sentence structure and a good vocabulary.

Listening

The perception of speech by ear, despite the clearly oral nature, is included in the written part. It is based on written answers to questions on the text. The composition of tasks and assessment options are described below.

Reasons for lowering the grade for listening:

• ignoring or misidentifying keywords;
• misinterpretation of content;
• weak vocabulary;
• non-perception of synonyms, antonyms, paraphrases and explicit clues.

Listening is considered one of the most difficult aspects - it is much easier to understand a read text than a heard one. When analyzing it, you can only focus on hearing.

Grammar and vocabulary

The goal is to identify the level of knowledge of the basics of English grammar and the volume of vocabulary. All tasks in this block require a short answer - 40 minutes are given to complete. Job types are listed below.

When evaluating, the following factors are important:

• correct tense and voice of verbs;
• the ability to form a participle from a verb;
• possession of degrees of comparison of adjectives;
• knowledge of the rules for the formation of ordinal numbers;
• changing words with prefixes, suffixes, endings;
• the ability to compose single-root parts of speech;
• nuances of word combinations and their meaningful choice for sentences.

Neglect of any of the points entails a decrease in the overall result. It is the practical application of the studied material that is evaluated here.

Letter

Tasks 39 and 40 are given special attention and the maximum time is 80 minutes. For the examinee, they present difficulties associated with solving communication problems. The text must not only be grammatically correct and written down, but also to achieve the goal.

Both tasks of this part of the exam require detailed answers, the volume of which is subject to strict requirements - permissible deviations + 10%. Below are the nuances that affect the assessment:

• compliance with the length of the text - 100-140 words for No. 39 and 200-250 for No. 40;
• the correctness of the letter and essay, respectively - appeal, greeting, introduction, statement of one's position, conclusion;
• division into paragraphs, division into semantic parts;
• argumentation of each thought;
• absence of paragraphs with one sentence - each semantic part must be substantiated;
• style: conversational for writing and formal for essays;
• logic and consistency of presentation.

Since No. 39 and No. 40 cause particular difficulties for both examinees and examiners, we will analyze below the criteria for evaluating essays and personal letters in more detail.

How is task No. 39 of the USE in English assessed?

To evaluate the 39 items, 3 criteria are used. The number of possible points is 6.

Receiving 0 points in K1 nullifies the entire task - in this case, it is considered failed.

5 criteria for assessing task No. 40 at the Unified State Examination in English

Task number 40 can bring up to 14 points. The score is based on the parameters described in the table below.

Thus, compliance with spelling and punctuation rules can bring 2 points on the written exam.

Changes in writing evaluation in 2019

As mentioned above, compared with the criteria for 2018, only the wording of task No. 40 and the criteria for its assessment have undergone changes. Now for a written reasoning, you can choose one of two topics and express your opinion on it. The formatting rules remained the same - the essay was also designed in 2018.

Innovations have been introduced in the criteria for evaluating writing in the USE in English for scoring 1 and 0 points and relate to only one aspect - the solution of a communicative task. If the teacher considers that this task has not been solved, the entire task is considered not completed.

1 point for K1 implies partial completion of the task:

• non-disclosure of 1 or 2 aspects,
• partial lighting 3 or 4 aspects,
• one aspect is completely omitted and 1-2 more are not detailed enough,
• neglect of neutral style - up to 4 cases.

0 points for K1 = total failure:

• the result according to criterion K1 does not fall under the award of 1, 2 or 3 points;
• violation of volume requirements;
• more than 30% of the message is not of his own composition - borrowed from the source.

The requirements for awarding 2 and 3 points for task No. 40 have not changed in relation to the requirements of 2018.

How to meet all the requirements and get the highest score?

Navigating all the above criteria for assessing the oral and written parts of the exam in English can be difficult even for teachers. But this does not mean that it is impossible to pass a foreign language with 100 points. Many graduates from year to year demonstrate high results - 95 points or more.

The diligence of the student and the professionalism of the teaching staff of the London Express school will help to achieve the coveted hundred. A special "Get Ready" course will allow you to calmly prepare for the exam and pass it for a high score - sufficient for admission to the chosen university.

Sign up for the preparation for the exam at the London Express school right now by phone in your city - the list of branches is presented in the "Contacts" section. You can get acquainted with the teachers of the school and the training program at a free lesson, which you can sign up for using a special form on the website.

Russian Reading Association. Official website

Project "Software complex "Reading Analyst"" became the winner of the competition for the provision of grants from the President of the Russian Federation for the development of civil society, approved by order of the Grant of August 15, 2017 No. 11. The project is the development of a software package that automatically assesses the accessibility (readability) of texts depending on the level of formation of reading competencies.

The purpose of the development of the complex is to help in teaching reading, individualization of the educational process, progress and success in learning, which will increase reading motivation in children and adolescents.

Automatic selection capabilities, correlated in terms of accessibility with the cognitive capabilities and reading skills of the user, are a means of achieving these goals. The development is based on psycholinguistic research on teaching perception and understanding of text in combination with computational linguistics tools that perform automatic multifactorial assessment of text complexity. Text evaluation allows teachers to rank and operate texts, selecting them in accordance with the reading age and reading competence of the student.

A fundamentally important achievement of the project is the departure from the traditional division of accessibility by class, since the competencies of children in the same class can be different, in addition, they can change greatly during the year. The authors of texts - books and textbooks - get the opportunity to objectively measure the correspondence of the text to the expected audience, and the student reader - the opportunity to choose the most understandable literature. Parents will be able to evaluate the quality of their assistance to children in the selection of books to read. Texts written by schoolchildren themselves can also become the subject of analysis of the level of complexity of texts, which will also help to assess their progress in learning.

The result of the project is the development of a specialized website that allows downloading and evaluating texts.

PROJECT IMPLEMENTATION

In February 2018, a study was conducted to identify reading competence in elementary school. The study involved students in grades 1-4 of Moscow schools: GBOU School No. 1935, GBOU School No. 57, GBOU School No. 1531 and the First European Gymnasium of Peter the Great, Mytishchi, Moscow Region.

The study involved schoolchildren with different levels of reading skills, who were carriers of different strategies for mastering them, which made it possible for experts to analyze the impact of text complexity on changing the ways of reading and understanding by students belonging to different groups of mastering reading skills.

The results of the study allowed us to confirm our hypothesis that the strategy of reading aloud chosen by the student is implemented based on the semantic and lexical features of the text, which means that the complexity of the text is directly related to the level of formation of reading skills. The strongest connections have the level of mastery of reading skills with the parameters of such errors as substitution, distortion, omission of letters and syllables in a word, repetition of syllables in a word and errors in endings, which suggests that the strategy of reading aloud is dependent on the syllabic and morphological structure of the word. most. This means that when analyzing the complexity of texts in elementary school (especially in grades 1-3), it is necessary to rely on parameters: the number of letters in a word, the number of syllables, suffixes, cases, the combination of vowels and consonants in a word.

At the same time, a difference was recorded in the reading of pupils from different grades of primary school: 57% of them read at a developed level, i.e. reading these texts did not cause them any difficulties, they read in whole words, made few mistakes and answered questions well; 34% showed an evolving level, i.e. by syllables, with a large number of errors and had difficulty understanding the text; and 9% showed a transitional level, which is transitional and is characterized by fluctuating reading and comprehension skills. The diagnosed high percentage of students with a low level of reading skills in the first grade may be due to several reasons: a slowdown in the process of mastering reading skills due to changes in the priorities of the outside world, namely: the spread of information technology, new ways of obtaining information, a decrease in reading priorities in family, etc. The proportion of students with a developing level of reading skills changes downward from the first grade to the fourth, which is logical, since there is a gradual mastery of reading skills. The decrease in the technical and semantic parameters of reading skills with the complication of the readable text persists among students up to the fourth grade. These changes are either significant or are observed in the form of trends. In the fourth grade, there are no significant differences between reading texts with different complexity in the direction of deterioration. On the contrary, the quality of reading a more complex text improves in schoolchildren with a high level of reading technique formation, which allows them, under the condition of free reading, to include their personal meanings. In the case of psychological inclusion, the student can read a text that is interesting to him much better than a simple, but less interesting one.

At the moment, the project participants are conducting research among schoolchildren in grades 5-7.

In the first stage of the project, the main work was carried out to create the platform "Software complex "Reading Analyst"".

• The primary design of the main working areas of the web interface "Software complex "Reading Analyst"" was created, taking into account the terms of reference for the layout of the site. Added interactive elements - testing tools for the teacher: timer, displaying the test on the second screen, assessment questionnaire, recommended reading for the reading level.
• The platform is hosted on a test server by zones: text analysis zone, text selection zone for testing students of both age groups, student testing zone, teacher input zone, student test summary results display zone, student test results detailed display zone and recommendations for improving reading competencies display .
• Load testing of the test server was performed to further calculate the load and performance of the working server.

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