The Lexile Framework for Reading: An Introduction to What It Is and How to Use It

Smith, Malbert; Turner, Jason; Sanford-Moore, Eleanor E.; Koons, Heather H.

doi:10.1007/978-981-10-1687-5_27

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…The mean word frequencies across grades, however, were less consistent. The mean of the log word frequencies (MLWF) associated with the Lexile scores of the passages (see Smith, Turner, Sanford-Moore, & Koons, 2016) declined most steeply between grades 4 to 6 and 6 to 8, after which they actually increased. The same pattern was seen using SUBTL word frequency norms for each passage based on the SUB-TLEXUS corpus (Brysbaert & New, 2009).…”

Section: Patterns Of Developmentmentioning

confidence: 99%

A comparison of eye movement measures across reading efficiency quartile groups in elementary, middle, and high school students in the U.S.

Spichtig¹,

Pascoe²,

Ferrara³

et al. 2017

JEMR

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This cross-sectional study examined eye movements during reading across grades in students with differing levels of reading efficiency. Eye-movement recordings were obtained while students in grades 2, 4, 6, 8, 10, and 12 silently read normed grade-leveled texts with demonstrated comprehension. Recordings from students in each reading rate quartile at each grade level were compared to characterize differences in reading rate, number of fixations, number of regressions, and fixation durations. Comparisons indicated that students in higher reading rate quartiles made fewer fixations and regressions per word, and had shorter fixation durations. These indices of greater efficiency were also characteristic of students in upper as compared to lower grades, with two exceptions: (a) between grades 6 and 8, fixations and regressions increased while reading rates stagnated and fixation durations continued to decline, and (b) beyond grade 6 there was relatively little growth in the reading efficiency of students in the lower two reading rate quartiles. These results suggest that declines in fixation duration across grades may in part reflect broader maturational processes, while higher fixation and regression rates may distinguish students who continue to struggle with word recognition during their high school years.

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Section: Patterns Of Developmentmentioning

confidence: 99%

A comparison of eye movement measures across reading efficiency quartile groups in elementary, middle, and high school students in the U.S.

Spichtig¹,

Pascoe²,

Ferrara³

et al. 2017

JEMR

View full text Add to dashboard Cite

show abstract

“…Reducing text complexity was accomplished by shortening the number of words in each sentence and replacing difficult vocabulary words with those more recognizable by the students. However, Smith et al (2015) warn that while simply reducing sentence length does not necessarily decrease its complexity, it is a good proxy for syntactic complexity. The resulting texts reflected a level that was 6 months to 1 year below the 11th grade, or within a Lexile range of about 1000L to 1150L (Smith et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…However, Smith et al (2015) warn that while simply reducing sentence length does not necessarily decrease its complexity, it is a good proxy for syntactic complexity. The resulting texts reflected a level that was 6 months to 1 year below the 11th grade, or within a Lexile range of about 1000L to 1150L (Smith et al, 2015). Adjustment for text readability was discontinued at week 7 of the 24‐week study.…”

Section: Methodsmentioning

confidence: 99%

Revisiting complex text instruction: A study of 11th‐grade history students

Paige

Rupley

2023

Psychology in the Schools

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The reading of complex text has become part of the reading curriculum since the introduction of the Common Core State Standards. However, little research has been conducted to determine the effect of complex text instruction on comprehension and fluency in secondary readers. This study randomly assigned 53 11th‐grade US history students to one of two classroom conditions. In one classroom, students were taught using a business‐as‐usual approach while the treatment classroom taught students to use text annotation and writing to improve their understanding of complex texts over a 24‐week period. Students were pre‐ and post‐tested using a standardized reading comprehension assessment and curriculum‐based measurement fluency measures. Results revealed statistically significant improvement favoring the treatment group for both reading comprehension and fluency. Results and implications for instruction are discussed.

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“…other. Another viable option is the Lexile score (Smith et al, 2016), however, because its implementation is not publicly released, we cannot use it during training and we report it only for evaluation (done manually on the Lexile Hub 4 ).…”

Section: Syntactic Simplicity: S Scorementioning

confidence: 99%

Keep It Simple: Unsupervised Simplification of Multi-Paragraph Text

Laban¹,

Schnabel²,

Bennett³

et al. 2021

Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Confer

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This work presents Keep it Simple (KiS), a new approach to unsupervised text simplification which learns to balance a reward across three properties: fluency, salience and simplicity. We train the model with a novel algorithm to optimize the reward (k-SCST), in which the model proposes several candidate simplifications, computes each candidate's reward, and encourages candidates that outperform the mean reward. Finally, we propose a realistic text comprehension task as an evaluation method for text simplification. When tested on the English news domain, the KiS model outperforms strong supervised baselines by more than 4 SARI points, and can help people complete a comprehension task an average of 18% faster while retaining accuracy, when compared to the original text.

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The Lexile Framework for Reading: An Introduction to What It Is and How to Use It

Cited by 7 publications

References 9 publications

A comparison of eye movement measures across reading efficiency quartile groups in elementary, middle, and high school students in the U.S.

A comparison of eye movement measures across reading efficiency quartile groups in elementary, middle, and high school students in the U.S.

Revisiting complex text instruction: A study of 11th‐grade history students

Keep It Simple: Unsupervised Simplification of Multi-Paragraph Text

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