| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions. Connect your Gmail, DriveDropbox, and Slack accounts and in less than 2 minutes, Dokkio will automatically organize all your file attachments. Learn more and claim your free account.

View
 

Before Reading Teacher Activity:  Use of Lexile Levels

Page history last edited by Mary Murray Stowe 10 years, 3 months ago

Lexile Level and Running Records for RC.docx  See Chart Below.

LexileConversionChart[1].pdf Conversion Chart to Grade Level

ReadingLevelComps[1].pdf Reading Level and Grade Level Comparisions

A Good Instructional Match.docx      

 

 

Using Lexile Levels and Running Records to Assess Reading Comprehension for Struggling Students

          (Critical to Matching the Student with Appropriate Instructional Material)

 

 

Steps

Explanation

 

Student Standard of Learning Test (SOL) scores are reported in correlated Lexile levels.

Superintendent’s Memo #267, October 24, 2008, titled Lexile Framework for Reading Initiative indicates that SOL scores will be reported in Lexile levels as well as in the standard reported score.  The memo includes a link to tables for each grade level.

If the SOL/Lexile level is not readily available, any available text or reading material in your classroom can be used and a Lexile level be determined for that piece of text at www.Lexile.com.

The Lexile website provides a database of titles that have been Lexile leveled or a method for inserting a passage to have the level determined.  To match Lexile level to grade level, refer to the attached chart from Advantage Learning Systems, Inc (attached).

Several passages at Lexile levels surrounding the grade level of attendance need to be collected as well for assessing and determining the student’s level.

Once the student’s skill at his or her grade level of attendance is determined to be “not at grade level” and the need is present to continue the investigation, additional pieces of text at varying Lexile levels will be needed.

Once the student is matched with grade level of attendance, the assessment can begin at this point.

Several factors need to be considered when assessing the level at which the student comprehends reading material, but initially it is important to determine their skill at grade level.

Conduct a running record procedure with the grade level selected reading passage to determine the appropriate match of Lexile leveled reading material to student.

http://www.readinga-z.com/newfiles/levels/runrecord/runrec.html

Use this resource for information regarding the procedure, forms, and techniques for conducting a running record for miscue analysis and retelling; more specific questioning of reading comprehension skills can be performed as well – main idea, sequence,  inference, and so on.

If the grade level material is not a match to the student, refer to the SOL-Lexile Level score on the SOL report document and begin the running record procedure with a reading passage at that level or at the next higher Lexile level increment.

The website, Reading A-Z.com, has content material available either through free download or, for a more extensive listing, through subscribing to the service.  Reading passages can also be used from materials within your classroom or the school library.  Often these titles can be found in the Lexile database.

Once a match with an appropriate reading level is determined in which the student is able to comprehend what they have read, instructional materials at that level can be provided to the student.  To continue reading instruction, materials at the next higher Lexile level increment will be used to move the student forward.

The student will need to be able to gain knowledge from his or her own reading; therefore the match to instructional level is critical.  If materials at his or her instructional level are not available, free downloadable readers might be considered for use with instructional materials.

 

To move comprehension instruction forward, the student needs to feel comfortable in the reading passage but challenged and engaged as well with the material.

Assessment or progress monitoring at regular intervals is critical to the continuing progress of the student. See references below.

Use of the running record procedure should be completed and can be done rather quickly.

 

Resources hyperlinked within the document:

Superintendent’s Memo #267 from October 24, 2008: http://www.doe.virginia.gov/administrators/superintendents_memos/2008/inf267.html

Lexile Level Conversion Chart: http://www.hsdist88.dupage.k12.il.us/aths/resources/AT%20MCweb02/TEAMS/ELLResources/LexileConversionChart.pdf

Lexile Analyzer of Text:   http://www.lexile.com/analyzer/

National Center on Response to Intervention, Progress Monitoring Tools Chart: http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm

 

 References

(Provide information concerning Progress Monitoring and Reading Comprehension)

 

Barton, J., & Sawyer, D. M. (2003). Our Students Are Ready for This: Comprehension Instruction in the Elementary School. The Reading Teacher, 57(4), 334+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002441822

 

Dougherty Stahl, K. A. (2004). Proof, Practice, and Promise: Comprehension Strategy Instruction in the Primary, Grades. The Reading Teacher, 57(7), 598+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5005915509

 

Fritschmann, N. S., Deshler, D. D., & Schumaker, J. B. (2007). The Effects of Instruction in an Inference Strategy on the Reading Comprehension Skills of Adolescents with Disabilities. Learning Disability Quarterly, 30(4), 245+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5024823159

 

Hamilton, C., & Shinn, M. R. (2003). Characteristics of Word Callers: An Investigation of the Accuracy of Teachers' Judgments of Reading Comprehension and Oral Reading Skills. School Psychology Review, 32(2), 228+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001996973

 

Lasater, M. W., Johnson, M. M., & Fitzgerald, M. (2000, September/October). Completing the Education Mosaic. Teaching Exceptional Children, 33, 46+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5035445235

 

Laverpool, A. (2008). The Efficacy of Rereading as a Metacognitive Tool for Reading Comprehension Monitoring. Journal of College Reading and Learning, 38(2), 31+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5027271300

 

Menzies, H. M., Mahdavi, J. N., & Lewis, J. L. (2008). Early Intervention in Reading: From Research to Practice. Remedial and Special Education, 29(2), 67+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5026726855

 

Nelson, J. M., & Manset-Williamson, G. (2006). The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy Attributions, and Affect of Students with Reading Disabilities. Learning Disability Quarterly, 29(3), 213+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5017352630

 

Wayman, M. M., Wallace, T., Wiley, H. I., Ticha, R., & Espin, C. A. (2007). Literature Synthesis on Curriculum-Based Measurement in Reading. Journal of Special Education, 41(2), 85+. Retrieved February 7, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5022190197

 

 

 

 

 

Comments (0)

You don't have permission to comment on this page.