Measuring lexile level
What is Lexile measure? | EdWords
What is Lexile
® Measure?The Lexile® Framework for Reading is a scientific approach to measuring reading ability and the text complexity of reading materials. The Lexile scale is like a thermometer, except rather than measuring temperature, it measures a text’s complexity and a reader’s skill level.
When these two measures match, a targeted reading experience occurs. Students who read at the right levels experience more reading achievement and growth. Renaissance partners with the creators of the Lexile Framework, MetaMetrics®, Inc., to bring Lexile measures into Renaissance Accelerated Reader 360® and Renaissance Star Reading®.
How can Lexile measures guide students to appropriate books and articles?
The Lexile Framework assesses both sides of reading development: the reader and the material being read. When a student chooses texts 100L below to 50L above his or her reported Lexile reader measure, a targeted reading experience can occur. The Lexile reader measure describes an individual’s reading ability. The Lexile text measure describes the semantic and syntactic features of a book, article, or text. Both Lexile reader measures and Lexile text measures are reported on the Lexile scale and are represented by a number followed by the letter “L” (i.e., 1000L).
Lexile measures are quantitative measures that provide insights into the difficulty of the words in a book or article. It is, however, only one of three components associated with text complexity. The other two are qualitative measures (i.e., content, themes, and maturity level) and reader/task considerations. Lexile measures do NOT measure age appropriateness, the book quality, the book’s theme, or other characteristics of the book. For example, The Grapes of Wrath is a rather simple read, but it may have a theme that is inappropriate for a certain age group.
All books with Accelerated Reader 360 quizzes include an ATOS level, a Lexile measure, and an interest level (i.
e., lower grades [K–3], middle grades [4–8], middle grades plus [6–8], and upper grades [9–12]. Teachers, librarians, and parents may want to consider all three components when matching students with books.
ATOS and Lexile measures are both valid, reliable measures of text complexity that provide a basis for matching students to reading materials. As with all readability formulas, the resulting value is an estimate of the text’s understandability.
How is a Lexile measure obtained?
To obtain a Lexile measure for a book or article, text is split into 125-word slices. Each slice is compared to the nearly 600-million word Lexile corpus, which is taken from a variety of sources and genres, and the words in each sentence are counted. The lengths of sentences and the difficulty of the vocabulary are examined. These calculations are put into the Lexile equation. Then, each slice’s resulting Lexile measure is applied to the Rasch psychometric model to determine the Lexile measure for the entire text.
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Lexile Levels: What to Know
If your child comes home from school with a report on Lexile level or measure, you may wonder what that number means. This measure, which is called the Lexile score, assesses your child’s reading level.
The Lexile measure is part of the Lexile Framework for Reading. It’s used with students from first through 12th grade.
There are a number of systems that match readers with texts at the right level of difficulty. But Lexile is widely used, and many students will find the books in their classroom organized by Lexile levels.
How Lexile matches readers with reading materials
The point of the Lexile system is to find the right level of reading material for students. The match is based on reading ability, not grade level in school.
To make the match, the program assigns levels both to readers and to texts.
Students get a Lexile score after doing a reading assessment. Books and other texts get a Lexile level of difficulty that’s generated by special software. To find a book at the right Lexile level, a student will look for a book with a Lexile level that falls within a certain range — from a little below to a little above the student’s level.
Lexile can give you a sense of your child’s reading ability. But it shouldn’t be used as a way to compare your child to other kids the same age. Also, your child’s score doesn’t take into account other factors that go into finding a good match. These include motivation, interests, and background knowledge.
Lexile assessments and results
Your child’s Lexile level can be generated from various assessments. Each one looks at a different aspect of reading. The Scholastic Reading Inventory tests measure reading comprehension, for instance. The Aimsweb fluency assessment looks at how many words a child is reading correctly per minute.
If your child’s Lexile falls within a range that concerns you, ask the school which test or tests it used to come up with this level. If one assessment shows that your child reads slowly, it doesn’t necessarily mean there’s a problem with understanding the text.
The Lexile system isn’t a test to identify learning and thinking differences. It’s simply a guide to help kids find books at the right reading level. But Lexile level can be one way to monitor the reading progress your child makes over time.
When kids have trouble with reading, it’s important to know why. A full evaluation can pinpoint exactly where your child struggling. This might lead to targeted specialized instruction in reading through an .
Learn about the types of tests used to identify a child’s reading challenges. And watch as an expert talks about how to choose books for kids who struggle with reading. You can also discover tips to improve your child’s reading comprehension and learn more ways to encourage reluctant readers.
Key takeaways
The Lexile system can help predict which books a student will be able to read and understand.
Lexile assessments can’t identify learning and thinking differences.
Lexile measures are one way to help monitor your child’s reading progress.
Online text complexity analysis - Textometer
Textometer helps to determine the level of complexity and readability of the text for free, count the number of words and characters, find the average length of a word and sentence, keywords of the text, calculate the coefficient of lexical diversity of the text, get a list of words in the text and calculate its time reading.
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Russian as a native language
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About the project
Textometer helps to determine the level of complexity of the text in Russian for free, calculate readability indices, find out the level of text on the CEFR scale, calculate the number of words and characters, find the key words of the text, calculate the coefficient of lexical diversity of the text, get a list of words from the text and calculate the time reading it, as well as to determine the statistics on the occurrence of words in lexical minima.
Level of CEFR and TORFL/TORFL
Determining the level of complexity of the text on the CEFR scale from A1 to C2 is done automatically, using a regression model trained on a corpus of 800 texts from RFL manuals. In the Publications section, you can find articles with more detailed information about how the automatic detection of text complexity works in our service [2], about the corpus of texts from RuFoLa textbooks [3], and about how to use the Textometer in a Russian language lesson [1 ].
ACTFL Level
The ACTFL Level of Difficulty of a text is suggested using the CEFR and ACTFL Correspondence Table in the Receptive Skills section. Read more about matches here.
Can she be wrong? Experiments show that the model tends to slightly overestimate the level of complexity of the text, since it makes calculations based on given lexical minimums. Practice shows that students usually know (or guess from the context) more words than in the minimums. This is especially true for internationalisms and words that sound similar in the student's native language.
This should be taken into account when preparing texts for Slavic or English-speaking students. You can read more about the experiment with comparing the work of the program, the opinions of expert teachers and the students themselves here [4].
Evaluation of the difficulty level of the text for schoolchildren
The difficulty levels of the text for foreigners are well standardized and documented. In texts for native speakers, the concept of text complexity is more multifaceted: the text is written in short words and phrases, which allows standard readability formulas to classify it as simple, but it is difficult to “break through” unfamiliar words or stylistic features.
Therefore, our system evaluates text for readability by native speakers according to two criteria: structural complexity and lexical complexity. Structural complexity takes into account the classic Flesh readability formula adapted for the Russian language, as well as the presence of parts of speech and turns that make reading difficult (participles, passive forms, etc.
) Lexical complexity is calculated based on the occurrence of text words in specialized frequency lists. The average score for these two complexity vectors allows us to assess the level of the text by age and grade. You can read more about this technology here [5].
Length of text in words, characters and sentences
Length of text in words, characters and sentences are basic characteristics of the text, especially useful for calculating the time it will take to master it, or when preparing test materials, where the length of the text is usually strictly defined state standard for RCT. For example, the recommended text length for reading level A1 is 250-300 words, A2 - 600-700 words, etc.
Average word and sentence length
Calculation of the average length of a word and a sentence is used to determine the complexity of a text or its individual fragments. Thus, a large number of readability formulas use these indicators as the main ones (DuBay, 2004).
Lexical diversity coefficient
The lexical diversity coefficient is calculated as the ratio of the number of unique words in the text to the number of all words in the text and is indicated by a value close to 0 to 1 (when all words in the text are unique and have only been encountered once).
This measure is useful for assessing the repetition, reproducibility of the vocabulary of the text and is also able to signal its difficulty. For example, the coefficient of lexical diversity of a fragment of an authentic journalistic text is on average 0.8, and of an educational text of level B1 - 0.5. However, this coefficient should be used with caution on short educational texts: in one paragraph, most likely, almost all significant words will be unique, while in the whole text, the main names, locations, concepts and actions are more likely to be repeated.
Search for text keywords
Search for text keywords is calculated as the ratio of the number of times a word occurs in the analyzed text to the frequency of the word according to the Russian National Corpus (TF/IDF measure with a correction factor). The highest rating is given to words that are often found in this text, but rarely in all other texts of the corpus, that is, the most typical for this particular text.
For example, in the text of an interview with a musician, the words music and rap appear three times each. But at the same time, music occurs in the National Corpus 45,000 times, and rap - 270. From this point of view, the word rap is more characteristic and necessary for understanding this text. At the same time, the appearance of a word in the list of keywords does not mean at all that it should remain in the text during adaptation: the word can be replaced with a synonym or provided with an interpretation. Its presence in the list only indicates that it plays an important role in the understanding of this text and should be given special attention when rewriting the text.
Difficulty level of text words according to the CEFR scale
Statistics on lexical minimums includes information on how many percent of the text is covered by lexical minimums of one or another level, and below is a list of words that are not included in the official lexical minimum of the TORFL standards of this level.
The amount of unfamiliar vocabulary is the most important indicator of the language accessibility of a text: numerous studies show the closest relationship between the familiarity of the vocabulary of a text and the success of its understanding (Nation, 2006; Qian, 2002). The state standard for Russian as a foreign language also contains information on the recommended amount of unfamiliar vocabulary, which gradually increases from 2–3% for the A1 level to 10% for the C1 level.
Frequency analysis of text
Frequency analysis of text allows, firstly, to obtain a complete frequency list of words in the text, and secondly, statistics on the proportion of words in the text from the list of 5,000 most frequent words in the Russian language. To calculate the statistics on the frequency of words, we used the New Frequency Dictionary of the Modern Russian Language.
Estimated text reading time
The calculation of text reading time is based on information from the state standard on Russian as a foreign language and offers an estimated reading time for a text by a foreign student depending on the task of reading - studying or viewing.
Such information appears in RFL standards starting from level B1 and amounts to 50 words per minute for learning reading and 100 words per minute for viewing for this level. For levels below B1, we have taken the liberty of continuing this scale of estimated reading speed based on pedagogical experience.
Viktoria Maksimova
Russian as a foreign language teacher, founder of the FB community “Storytelling in Russian as a Foreign Language”
Now that the Textometer has appeared, it’s hard for me to imagine how I would prepare texts without it. It is an indispensable tool for my work: strict objective evaluation parameters, simple and intuitive design. Thanks to the developers of the project!
Anna Golubeva
editor-in-chief of the Zlatoust publishing house
The service helps a lot in working and communicating with authors! The frequency list is especially useful, it objectifies what is expedient to leave in the text, and what to adapt or train.
Thanks to colleagues from the Pushkin Institute!
Yuliya Nekrasova
Lecturer of Russian as a Foreign Language University of Salerno
A very valuable methodological find! Huge potential for preparing assignments for levels B1 - C1, dictations, assignments for exams, etc. I apologize for the slang, but huge respect to the developers!
Publications
When referring to the resource, we ask you to cite this work:
[1] Laposhina A. N., Lebedeva M. Yu. 2021. Vol. 19. No. 3. C. 331-345
More publications about the program:
[2] Laposhina A. N., Veselovskaya T. S., Lebedeva M. U., Kupreshchenko O. F. Automated Text Readability Assessment For Russian Second Language Learners // Komp'juternaja Lingvistika i Intellektual'nye Tehnologii Ser. "Computational Linguistics and Intellectual Technologies: Proceedings of the International Conference "Dialogue 2018". Issue 17 (24), 2018
[3] Laposhina A.N. Corpus of RSL textbooks as a tool for analyzing educational materials // Russian language abroad.
2020 No. 6 (283), pp. 22-28
[4] Laposhina AN Experimental study of the complexity of texts in Russian as a foreign language // Dynamics of language and cultural processes in modern Russia [Electronic resource]. - Issue. 6. Materials of the VI Congress of ROPRYAL (Ufa, October 11–14, 2018). - St. Petersburg: ROPRYAL, 2018. S. 1154-1179
[5] Laposhina A.N., Lebedeva M.Yu., Berlin Henis A.A. Influence of word frequency of a text on its complexity: an experimental study of readers of primary school age using the eyetracking method // Russian Journal of Linguistics. - 2022. - T. 26. - No. 2. - C. 493-514.
Contacts
Project curator — Antonina Laposhina
If you have a question, found a bug or think that some function is missing, be sure to write to me marked "Textometer". We love and appreciate feedback!
[email protected]
antonina.laposhina
English words on the topic Measurements, dimensions ✔️ Vocabulary with transcription, voice acting
For you, we have prepared a table with a list of English words on the topic "Measurements, dimensions".
Words voiced - listen to American or British pronunciation and then repeat to remember.
Words translated into Russian and provided with transcription in the American and British versions.
Words are divided into blocks by difficulty levels from A1 to C2 - select and apply the desired filter. Levels A1 - A2 are suitable for beginners, B1-B2 for intermediate level, C1 - C2 for advanced level.
The table contains the most commonly used words on the topic "Measurements, dimensions". you can download table in PDF format and print , for example, to prepare for exams, exam, exam. Amer.
accent 
accent 
Accent 
accent 
accent 
Accent 
accent 
accent 
accent 
accent 
accent 
accent 
Accent 
accent 
accent
Other collections of vocabulary and related words from the category Math and measurement
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See Vocabulary on more than 150 topics at the link - " English words on topics ".
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- Download words in Excel file format in the form below.
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