A Leap in Text Complexity
In response to the Common Core tests, the reading lexile ranges have been raised.The new 6th to 8th grade lexiles are higher than the previous 9th to 10th grade lexiles
According to Achieve 3000, students will take a baseline
test to determine their lexile level. Then they will be given reading passages matched to their lexile and then they will take the grade level lexile-based test. How will this raise their reading ability?
posted by Assessment Network @ 3:48 AM
2 Comments
2 Comments:
I agree that reading is a critical skill that all people should have. I also agree that, as teachers, we should encourage reading and encourage students to reach new lexile levels in their reading. Can this be achieved by simply raising the standards? I don’t think so. The Lexile Framework for reading site listed the following reasons for the need for common standards across the country:
• 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).
(http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/)
These are all justified reasons for increasing reading lexile grade ranges across the country. However, I disagree with changing the ranges for students so drastically right away. Many students are already struggling to read the texts that they are assigned across all content areas. Increasing the levels essentially overnight, with seemingly little outside support for the teachers, can only lead to failure. Students who are already turned off by reading will become more frustrated and dislike reading even more. I think that it would be better to determine a student’s reading lexile and then strive to raise them one level throughout the year, instead of trying to hit a predetermined grade level. This way the student is making progress, gaining confidence and is not so frustrated that he or she gives up on reading.
In my perspective, lexile levels are mainly guides for teachers, especially those with struggling readers. Lexile levels are tools that can be used to assist and aid students who are struggling readers who are not reading at grade level. With the lexile information, a junior in high school who reads at a 6th grade reading level can be matched to appropriate readings. Rather than provide students with content they cannot master, teachers should be providing students with text they can actually read. Reading at a certain level is not as valuable as understanding the topics on a broader spectrum. For instance, "To Kill A Mockingbird" is fairly low on the lexile spectrum, though the content in the novel is much more mature. To me, the text itself can take a backseat to the concepts being taught.
As for the question regarding testing, I think my position still stands that the concepts are more important than the text itself. Take the example of the junior in high school who reads at a 6th grade level. If he is provided a test, he is more likely to show his true ability if provided with a text he can manipulate. If he is given a passage at a 6th grade reading level, but must answer questions which speak to the 11th grade standards, he is more likely to succeed. This will result in conceptual understanding and comprehension. With these two skills, along with practice and continuous work, the student is likely to move up along the lexile levels because he is learning how to read and respond to the text.
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