Lexile Scores and Reading Comprehension Wrap-up

          In today's post, I will introduce the measure of text complexity recommended by Common Core and wrap-up my analysis of the Reading Comprehension portion of the new Common Core ELA Standards.  I haven't decided yet if I really want to analyze the lengthy exemplary reading list included in Appendix B of the ELA Standards for the simple reason that they are intended to show examples of the level of text complexity expected at each grade level and are in no way required texts.  However, many adversaries to the Common Core point to the reading list as an example of liberal bias within the standards.  To that extent, it is probably something I will revisit at some future date.
          The information on Lexiles that I will present and remark on today comes from Appendix A of the ELA Standards and the Lexile Framework for Reading website.  At the conclusion of my look at the use of Lexiles, I will present a pro/con section of the new standards as compared to the old.  If you have read my previous posts, you will recognize that these are simply reiterations of the conclusions I have come to based upon my analyses.

The Facts:

• Appendix A discusses several different methods of measuring text complexity and the reasoning behind each.  It weighs the benefits and difficulties inherent in each method.
• The Lexile method for measuring text complexity is the one chosen by Common Core to set grade level standards for quantitative text complexity measurement. 
• Appendix A states that there are also important qualitative measures of text complexity as well as concerns for text appropriateness.  These measures are recommended to be judged by people - teachers, administrators, parents, etc. as they are subjective and/or differ depending on the reader in question.
• The Lexile method uses word frequency and sentence length to give a numeric Lexile score to a text.  Virtually any text can be input into a Lexile analyzer and a score is given.  
• I used the free Lexile analyzer from the Lexile Framework for Reading website to analyze my most recent post.  After removing some of the quotations and tables (the free Lexile analyzer only allows up to 1000 words and my post exceeded that amount), the text was given a Lexile score of 1400.
• The following table from Appendix A shows the expected Lexile range for each grade level grouping:

Figure 3: Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

Text Complexity Grade          Old Lexile Ranges          Lexile Ranges Aligned 

Band in the Standards

to CCR expectations

             K-1                                         N/A                                    N/A
             2–3                                     450–725                             450–790
             4–5                                     645–845                             770–980
             6–8                                    860–1010                            955–1155
             9-10                                   960-1115                           1080-1305
          11-CCR                               1070-1220                          1215-1355

• Lexiles were chosen in large part because they included an associated test to rank students on the same scale that measured text complexity.  

My Opinion:

          Having looked into Lexiles only at a very shallow level, it appears they are an incomplete, but good measure of text complexity.  They provide a numerical basis for measuring textual complexity as well as readers' level of achievement.  More importantly, they allow for the creation of a staircase of increasingly rigorous expectations that should better prepare students to successfully read and comprehend college and work texts.  In my view, it will also better prepare them to read and understand texts that make them better citizens and community members - i.e., voter pamphlets, newspaper articles, proposed legislation.  As I have stated previously, to me this is one of the greatest strengths of the Common Core ELA Standards - an emphasis on teaching students to read complex texts so that they can continue to read, learn, and succeed once they leave high school.

          Whether the Lexile levels are set perfectly at the this point in time has yet to be seen.  My guess is that the stair steps will continue to be refined over time.  If college texts continue to increase in complexity, they will have to be raised at some point in the future.  Individual grade bands may need minor adjustments as well.  Perhaps an even better measure of text complexity will later replace this one.  But the important point here is that there is a focus on text complexity that was lacking in our previous standards.  This addition alone pays great homage to the thought that went into development of the Common Core.

          And now, as promised, my pro/con list.  It is actually an old standards / new standards list.  Here goes:

       Benefits of the Old Standards                   Benefits of the New Standards

They were in no way pushed or promoted             They were pushed by the Feds through
by the Feds.                                                                         both ESEA waivers and Race to the
                                                                                                  Top Grants. 

Every state has its own standards and can              States in the Consortium will share the

change those standards to whatever extent            same standards and students transferring 

they choose.                                                                         from state to state or from high school to
                                                                                                   college can all be expected to have the
                                                                                                   same minimum skill set.

They required 12th graders to use Latin                They require students to use several  

roots to discern unknown words' meanings.          methods for discerning unfamiliar words'
                                                                                                    meaning.

                                                                                                  Students are required to read at
                                                                                                   grade level.  Measures for determining
                                                                                                   what that grade level is are explicitly
                                                                                                   stated, avoiding potential watering 

                                                                                                   down of reading standards.

                                                                                                   Students are required to study seminal
                                                                                                   US texts and foundational documents
                                                                                                   of historical and literary significance.

                                                                                                  There is an increased emphasis on
                                                                                                   informational texts to better prepare
                                                                                                   students for college and careers.

                                                                                                   There is an emphasis on text complexity
                                                                                                   at all grade levels with a stair step
                                                                                                   approach to gaining appropriate
                                                                                                   levels of reading comprehension
                                                                                                   ability before graduation.

          If readers would like to add to, subtract from, or otherwise modify this list, feel free to say so in the comment section.  Make sure you add your reasoning or documentation.  If I need to, I will include an updated list at a later time.  I did not include any of the information on data collection because it is not actually part of the Common Core.  If you see a definitive link between Common Core and a specific intrusive or inappropriate data collection method or propagation, please let me know in the comments as well.  For those of you that know me, if you don't have a Google profile and would like to comment, feel free to do so on Facebook or send me an email.  I can add your remarks to the comment section and will do so with appropriate comments whether I agree or disagree with your assessment.