20 Knowledge Quest FEATURE | Beyond theCore BEY CLASSROOM 600L OND 400L usage requeststotheALAOfficeofRightsandPermissions. Act of1976.Address Revision granted bySections107and108oftheCopyright advancement of scientificoreducational purpose may beusedforthenoncommercial subject tocopyrightbytheAmericanLibraryAssociation All materialsinthisjournal 800L THE Anne Schiano Anne [email protected] [email protected] [email protected] SmithMalbert III Elizabeth Lattanzio Elizabeth

CAREER READINESS TO ACHIEVECOLLEGEAND BEING USEDINTHELIBRARY HOW LEXILEMEASURESARE BEY CLASSROOM 600L OND 400L 800L THE Anne Schiano Anne [email protected] [email protected] [email protected] SmithMalbert III Elizabeth Lattanzio Elizabeth

CAREER READINESS TO ACHIEVECOLLEGEAND BEING USEDINTHELIBRARY HOW LEXILEMEASURESARE Arne Duncan’s description of the of the description Duncan’s Arne Education Today Education Shaping Movement New United States, a movement that that amovement States, United The challenge before educators educators before challenge The fifty-six years later, we are at are we later, years fifty-six We have never in the history of our of our history the in never We have In 1957 the launch of Sputnik of Sputnik launch the 1957 In Holy Grail of K–12 education: to to education: of K–12 Grail Holy four and of Columbia, District in public education in the the in education public in make sure that they are “college- “college- are they that sure make rate, we are also challenged to to challenged also are we rate, graduation the improving from adoption to implementation of implementation to adoption from have ever had in public education. education. public in had ever have of change expectations to led has State Standards (CCSS). As we move move we As (CCSS). Standards State dramatically changed educational educational changed dramatically expressed by Education Secretary Secretary Education by expressed best is CCSS of the goal end universal almost the with education other country, graduated every every graduated country, other of any history the nor in country, policy and practice. Now, over Now, over practice. and policy this is the most ambitious goal we we goal ambitious most the is this The greater. been never has today scope. in unprecedented are that reform for educational climate the country, the across standards these Core Common of the territories) and career-ready.” Let’s be clear; Let’sclear; be career-ready.” and the states, (forty-five adoption in moment transformative another sparked a transformative movement movement atransformative sparked student. In addition to significantly significantly to addition In student. graduate all of our students and and students of our all graduate “Holy Grail.” “Holy A substantial body of research of research body A substantial As educators and policy makers makers policy and educators As 10 percent better in reading and 11 11 and reading in better percent 10 Librarians as a Driving Force aDriving as Librarians Test fifth-grade students performed performed students Test fifth-grade Research has documented that that documented has Research regard to socioeconomics, teachers’ teachers’ socioeconomics, to regard new standards, they’re seeking ways ways seeking they’re standards, new raise the bar for all students students for all bar the raise librarians across this country play play country this across librarians librarians have a significant impact impact a significant have librarians on student achievement measures measures achievement on student existing resources and strengthen strengthen and resources existing with flexible scheduling and where where and scheduling flexible with performance. student to correlations common or other levels, experience without achievement on student library school strong shows clearly embark on implementing these these on implementing embark endeavors—that of postsecondary private sectors. There is no doubt no doubt is There sectors. private and public the both in partnerships programs staffed with certified certified with staffed programs prepared to meet the challenges challenges the meet to prepared by requiring that they graduate graduate they that requiring by the Illinois Standards Achievement Achievement Standards Illinois the on that found library school the that school and public libraries and and libraries public and school that of use the maximize effectively to they are college- and career-ready. career-ready. and college- are they and higher graduation rates. A rates. graduation higher and an essential role in reaching this this reaching in role essential an students have increased access to to access increased have students schools involving Illinois in study schools where library resources have have resources library where schools in students, students, in motivation increased information information literacy, in instruction levels of levels higher scores scores higher and literacy, witnessed witnessed been used in in used been technology technology as well as as well as skills have have skills support of support usage requeststotheALAOfficeofRightsandPermissions. Act of1976.Address Revision granted bySections107and108oftheCopyright advancement of scientificoreducational purpose may beusedforthenoncommercial subject tocopyrightbytheAmericanLibraryAssociation All materialsinthisjournal 2005). The “School Library Impact Impact Library “School The 2005). Common Core State Standards Standards State Core Common CCSS, libraries should be one of the one of be the should libraries CCSS, Equally important is the established established the is important Equally that concluded Service Research Hamilton-Pennell and Rodney, Why are school and public libraries libraries public and school are Why of the implementation the With Literacy (EngageNY n.d.) brings n.d.) brings (EngageNY Literacy 21st-century that agree Experts Public librarians have embraced embraced have librarians Public role in helping to close the the close to helping in role role of public libraries in in libraries ofrole public including English language learners, learners, language English including may not be available at home, as well well home, at as available not be may access students provide institutions role? A look at the six critical shifts shifts critical six role? the Alook at digital-literacy and information- most valued and trusted resources resources trusted and valued most libraries have a significant impact impact asignificant have libraries for recreational reading, these these reading, for recreational underrepresented populations, populations, underrepresented Library by conducted Studies” for English Language Arts and and Arts Language for English the to standards previous from for teachers, parents, and students. students. and parents, for teachers, librarians are. librarians elementary-level students, and that that and students, elementary-level for even scores, test on student valued community-based resource resource community-based valued disabilities. In addition to being a being to addition In disabilities. percent better in writing compared compared writing in better percent professionals are so well suited suited well so are professionals to those with less access (Lance, (Lance, access less with those to to resources and technology that that technology and resources to achievement gap. achievement to address these core issues as as issues core these address to no other teachers, classroom than Other light. to connection this this need by providing instruction instruction providing by need this and summer learning programs. programs. learning summer and for after-school opportunities as acquire these skills. these acquire people young help to programs and school libraries play an important important an play libraries school supporting all learners, especially especially learners, all supporting socioeconomically disadvantaged disadvantaged socioeconomically students, and students with with students and students, so well positioned to take on this on this take to positioned well so learners. for all essential are skills Volume 42, No. 3 | January/February 2014 January/February 21 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address 420L usage requests to the ALA Office of Rights and Permissions.

QUANTITATIVE Text Complexity and the Lexile Framework for Reading SIX CRITICAL SHIFTS The CCSS recommends a three- part model for evaluating the complexity of a text (Common Core State Standards Initiative 2010). The heart and soul of text QUALITATIVE STAIRCASE OF TEXT COMPLEXITY complexity is best conceptualized in

To read and comprehend text at the level of the graphic in figure 1. It takes into 1 complexity required for success in college account the qualitative dimensions courses and the workplace, students need to (levels of meaning or purpose, be able to read and comprehend increasingly structure, language conventionality, complex text throughout their K–12 experience. and clarity, knowledge demands), quantitative measures (word length READER & TASK or frequency, sentence length, and GRADE LEXILE BALANCING INFORMATIONAL text cohesion), and reader and task BAND BAND AND LITERARY TEXT consideration (motivation, interest, Students need to read more nonfiction text. prior knowledge, and experiences). K–1 N/A 2 The CCSS proposes that about half the Text complexity is defined in the reading in elementary school and 75 Common Core State Standards as 2–3 420L – 820L percent in high school, across the entire “the inherent difficulty of reading 4–5 740L – 1010L day, should be nonfiction. and comprehending a text combined 6–8 925L – 1185L with consideration of reader and ACADEMIC VOCABULARY task variables; in the standards, 9–10 1050L – 1335L Students must constantly build the a three-part assessment of text 11–CCR 1185L – 1385L transferable vocabulary they need difficulty that pairs qualitative and 3 to access grade-level complex texts quantitative measures with reader- across content areas. task consideration” (Common Core State Standards Initiative 2010, 43).

WRITING FROM SOURCES In applying these considerations Students need to be able to write from multiple for instruction, educators need to sources about a single topic, relying on evidence keep in mind two very important 4 from texts to present careful analyses, well- sentences from Common Core defined claims, and clear information, as documentation: “The use of opposed to personal experience and opinion. qualitative and quantitative measures to assess text complexity is TEXT-BASED ANSWERS balanced in the Standards’ model Students must engage in rich and by the expectation that educators rigorous evidence-based conversations will employ professional judgment 5 and writing about text. to match texts to particular students and tasks. Numerous considerations go into such matching” (Common KNOWLEDGE IN THE DISCIPLINES Core State Standards Initiative Through reading, students need to build 2010, 7). knowledge in history, social studies, science, 6 and technical subjects. The CCSS Initiative stresses the While all six of these shifts are rich in their importance of text complexity implications for educators, for the purposes of if we are to successfully prepare this discussion we want to focus primarily upon students for reading demands the issue of text complexity and the use of the after high school. As stated, “One Lexile® Framework for Reading.

22 Knowledge Quest | Beyond the Core All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the420L Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.

QUANTITATIVE SIX CRITICAL SHIFTS

QUALITATIVE 1

Table 1 READER & TASK GRADE LEXILE BAND BAND

2 Figure 1. Three components of assessing text complexity K–1 N/A (Common Core State Standards Initiative 2010, 4). 2–3 420L – 820L 4–5 740L – 1010L 6–8 925L – 1185L of the key requirements of the 9–10 1050L – 1335L Common Core State Standards for Reading is that all students 11–CCR 1185L – 1385L must be able to comprehend texts 3 of steadily increasing complexity as they progress through school” of text complexity” by grade based bands in table 1 above (Common Core State Standards level. The Common Core cites (Common Core State Standards Initiative 2010, 2). There are, Lexile measures as key indicators Initiative 2010). however, two alarming trends of text complexity and provides in terms of text complexity that recommended Lexile grade bands By specifying the Lexile reading 4 must be noted across the P–20 for reading development to ensure demands across the K–12 continuum (preschool through students are on track for college and continuum, a few points become postgrad studies). First, over the career text demands. obvious. First and foremost, we last fifty years the text complexity of need to take a more longitudinal K–12 texts has trended downward In short, the Lexile Framework for perspective as we prepare all (Chall, Conrad, and Harris 1977; Reading is based on this model and students for the reading demands Hayes, Wolfer, and Wolf 1996; is significant because it, unlike post high school. Secondly, every 5 Williamson 2008). Second, the any other technology, allows grade, every subject, and every text complexity of reading required for matching individual readers education professional is important by college courses, careers, and with specific texts on the same in growing the literacy skills of our citizenship has held steady or developmental scale. MetaMetrics, students. Too often we have viewed increased over this same time developer of the Lexile Framework, only a subset of our educators period (Hayes, Wolfer, and Wolfe has performed research on the (K–3) as responsible for the reading 6 1996). This disparity, along with the importance of the reader-with- growth of students. A third point finding that reading comprehension text match and the typical reading is that we now have a quantitative breaks down as students read more demands of college and careers. measure to evaluate whether a complex text on college admissions This research contributed to the student is reading on grade level, a tests such as the ACT and SAT, led Common Core as a whole and, measure that is consistent across to the development of the “staircase more specifically, to the Lexile- districts, states, and our nation.

Volume 42, No. 3 | January/February 2014 23 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. MORE THAN ONE HUNDRED MILLION BOOKS, ARTICLES, AND Since the Lexile Framework is used what school and public librarians these grants, scholars from Duke extensively throughout the nation do daily: find the right book for University, University of North WEBSITES by teachers and librarians who are each student. A second and related Carolina at Chapel Hill, and currently implementing the CCSS, goal was to make test scores more University of Chicago also played a we thought it would be helpful meaningful and actionable. The significant role. to provide background on the typical scores that were reported development, purpose, and utility of from the major reading assessments Consistent with the conceptual Lexile measures. in use at the time were norm- triangle of text complexity described referenced scores that simply earlier, the Lexile Framework was Background on the ranked student performance. created within the transactional Development of the There is not much a teacher, nature of students’ relationship Lexile Framework parent, or librarian can do with a with text. Unlike some quantitative percentile rank, stanine, or normal text-complexity tools that are just Founded in 1984, MetaMetrics curve equivalent. “text-centric,” the Lexile Framework cofounders Jackson Stenner, PhD, was created through a conjoint and Malbert Smith III, PhD, set A final consideration in the measurement model of both reader out to build an empirical scale development of the Lexile and text. In the creation of the that would help match readers to Framework was motivated by the Lexile Framework, the importance text (placing reader ability and need for what the philosophers of the qualitative portion of the text complexity on the same scale) of science call “unification of triangle was also recognized. These so that educators could respond measurement.” Simply stated, all qualitative features are important of the different and include such characteristics reading assessments as developmental appropriateness, with their various intended audience, purpose, and Consistent with the conceptual triangle scales had created a even factors such as the book’s psychometric Tower jacket art. When matching readers of text complexity described earlier, the of Babel. Like other to books, it is important to pay constructs, such attention to all of these features. Lexile Framework was created within the as temperature, if transactional nature of students’ relationship we could unify the In trying to address some of these measurement of qualitative features, MetaMetrics with text. Unlike some quantitative text- reading, we could also provides a series of codes. reduce the need for These codes, while not exhaustive, complexity tools that are just “text-centric,” so many different are intended to capture some of assessments and this information that is outside the the Lexile Framework was do more with the quantitative measurement of Lexile assessments that were measures. Below is a list of these administered. codes along with a brief explanation.

The initial research on reading and psychometric theory that culminated in the development of the Lexile Framework was funded over a decade appropriately to the tremendous through a series of grants from heterogeneity of reading ability the National Institute of Child within a given class, grade level, or Health and Human Development, age group. In essence, Stenner and part of the National Institutes of Smith wanted to build a stable and Health. While Stenner and Smith AD (Adult Directed): reliable technology tool to support were the principal investigators on Text that is usually read to a child, rather than a child reading independently.

24 Knowledge Quest | Beyond the Core All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address MORE THANusage requests ONE to the ALA HUNDRED Office of Rights and Permissions. MILLION BOOKS, ARTICLES, AND WEB SITE S have been measured and received Lexile measures. The nation’s largest periodical database Lexile Measures for Both services have provided Lexile measures for their newspaper Texts and Readers The Lexile Framework for Reading and magazine articles, as well as encyclopedia and is an approach to reading and text measurement. Therefore, two reference content. Lexile measures exist: the Lexile text measure and the Lexile reader measure. A book, article, or piece of text receives a Lexile measure by resources at the student’s ability assessments and programs from running it through the MetaMetrics level. A Lexile reader measure major test publishers—including Lexile Analyzer, which uses a can range from below 0L for CTB/McGraw-Hill, ETS (formerly linguistic algorithm that examines beginning readers to above 1600L known as Educational Testing the semantic and syntactic features for advanced readers. A student gets Service), NWEA (Northwest of the text. The lower the Lexile text his or her Lexile reader measure Evaluation Association), Measured measure the easier the text is to read. from a reading test or program. For Progress, Pearson, Scholastic, For example, Frog and Toad Together example, if a student receives an Scantron, and Cambium-Voyager— (Arnold Lobel) is a 330L text; 880L on her end-of-grade reading report Lexile reader measures. In Charlotte’s Web (E. B. White) is a 680L test, her reader measure is 880L. addition to test publishers, all the text; The Pearl (John Steinbeck) is a Higher Lexile measures represent a major text and trade book publishers 1010L text, and The House of the Spirits higher level of reading ability. have elected to use Lexile measures (Isabel Allende) is a 1280L text. as a way to describe text complexity. Lexile text measures are rounded to Use of Lexile Measures More than one hundred million the nearest 10L. In addition to the utility of any tool, books, articles, and websites have another important component is been measured and received Lexile What makes the Lexile Framework the ubiquity of that tool. Lexile measures. The nation’s largest for Reading such a powerful measures are used at the school periodical database services have technology is the fact that students level in all fifty states. More than provided Lexile measures for their receive a Lexile reader measure, thirty-five million Lexile measures newspaper and magazine articles, as which is placed on the same are reported worldwide each year. well as encyclopedia and reference developmental scale as the text In over twenty states, students content. These popular content complexity of reading materials, receive Lexile measures from the aggregator services—including allowing teachers, parents, and state’s end-of-grade reading tests. EBSCO, World Book, Gale, librarians to match a reader with More than sixty popular reading

NC (Non-Conforming): IG (Illustrated Guide): Text BR (Beginning Reading): Text that has a Lexile measure consisting of independent pieces Text that receives a Lexile markedly higher than is typical or sections of text such as in an measure below OL. for the publisher’s intended encyclopedia or glossary. audience or designated NP (Non-Prose): Text developmental level of the book. GN (Graphic Novel): Text comprised of more than 50 in the form of sequential art percent non-standard or non- HL (High-Low): Text with a (graphic novel or comic book). conforming prose. Lexile measure much lower than the average reading ability of the intended age range of its readers. Volume 42, No. 3 | January/February 2014 25 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.

The Lexile measure is an important tool in the book-selection process. However, NO TOOL CAN REPLACE THE PROFESSIONAL JUDGMENT OF A TEACHER, PARENT, OR LIBRARIAN in helping students select books for educational and recreational reading.

ProQuest, and Grolier—are easily stresses the importance of using Common Misconceptions of accessed in libraries through online the Lexile search features like the Lexile Framework state databases, and all provide those in the KY Virtual Library Many factors affect the relationship a Lexile search for their content. “to help teachers differentiate between a reader and a book, The country’s leading library instruction for their students including its content, the age and automation services providers like and to help students find just the interests of the reader, and the Follett and Alexandria integrate right materials that they can best design of the actual book. The Lexile measures into school comprehend” (2013). As a school Lexile measure is an important library catalogs. librarian, Mansfield promotes tool in the book-selection process. the use of Lexile measures in However, no tool can replace With the onset of the development helping teachers identify valuable the professional judgment of a and adoption of the CCSS, these resources and materials; the teacher, parent, or librarian in numbers are growing dramatically. method she recommends for this helping students select books Lexile measures have become so advocacy is through collaboration for educational and recreational widely used that there has been a that has meaningful goals, such reading. Lexile measures are an transformation of the term “Lexile” as curriculum development and indicator of whether the book from an adjective to a verb. When lesson design. will be accessible to a reader, not inquiring about texts, potential whether it is developmentally users often want to know if the text Kim Shearer, 2012 Kentucky appropriate for a reader. Lexile. has been “Lexiled.” The fact that Teacher of the Year and ELA com provides recommended such a large collection of resources teacher and school librarian age-appropriateness ranges for has been Lexiled and the measures at Boone County High School books when this information is made available free of charge to in Kentucky, emphasizes the available. Lexile.com also offers an teachers and parents enhances importance of teachers using age-appropriateness filter for the the ability of school and public “stretch text” in classrooms “to popular “Find a Book” book search librarians to support differentiated expose students to texts which are tool. Age information is provided by instruction in all content areas at more challenging than what they’re publishers and Bowker, the world’s all levels. The abundance of Lexile used to” (2013). Shearer values and leading provider of bibliographic measures enables librarians to actively promotes collaboration information management solutions. assume more of a leadership role between classroom teachers and In addition to these features, Lexile in strengthening their partnership school librarians in bringing codes, as described earlier, provide with classroom teachers to enhance Lexile-measured resources—books, additional information about a instruction. articles, encyclopedia entries—into book; this information relates to classrooms to support student its developmental appropriateness, Kathy Mansfield, library media achievement in all content areas. reading difficulty, and common or and textbook consultant from the intended usage. Kentucky Department of Education,

26 Knowledge Quest | Beyond the Core All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.

the targeted reading experience, a that students who qualify for free reader will comprehend enough or reduced-price lunch lose ground The Lexile measure is an important tool in the book-selection process. However, to understand the text but will during the summer at a higher be exposed to new vocabulary rate than other students. In fact, and face some reading challenge. researchers now argue that up to NO TOOL CAN REPLACE THE PROFESSIONAL This 75 percent comprehension two-thirds of the achievement gap rate is based on independent can be explained by twelve summers reading; if the reader receives of turning off the educational spigot JUDGMENT OF A TEACHER, PARENT, OR LIBRARIAN assistance, the comprehension (Alexander, Entwisle, and Olson rate will increase. Important 2007a, 2007b). in helping students select books for educational and recreational reading. scaffolds like audio support, visual aids, and preteaching vocabulary To the credit of leadership within can all contribute to a higher the library community, your comprehension rate or help students profession has long recognized this The Lexile Framework is not a read above their Lexile range. Of problem and attempted to address panacea but a tool that helps course, the Lexile Framework it through participation in the match readers to text by measuring should never be used to restrict or Collaborative Summer Library reading ability and text complexity pigeonhole a reader. Program. At MetaMetrics, we have on a common scale, the Lexile attempted to promote library use scale. As all educators, including Librarians’ Essential Role in over the summer as well. We have school librarians, know, there is a Reading Progress teamed with the Council of Chief State School Officers to encourage tremendous heterogeneity in the The ambitious goal of graduating state departments of education to reading ability of students within a every student ready for college or engage in programs to increase given class, grade, or age level. The a career will be reached only if targeted reading over the summer. Lexile Framework helps in finding we marshal all of our collective the “sweet spot” in terms of finding resources in a concerted effort to As mentioned earlier, over twenty text at the appropriate challenge promote literacy. Huge arrows in states report Lexile measures level. What Lev Vygotsky called the quiver of educational resources from their state-wide reading the “zone of proximal development” are the school and public libraries assessments. These states are now (McLeod 2012) is engineered into and their importance in extending able to take advantage of the link the matching of reading ability and learning time. Unfortunately, our between reading ability and the text complexity through the Lexile school calendar of 180 days a year 1 millions of resources that have a Framework. with 3 months of summer off was Lexile text measure. When these built upon an agrarian society that states send score reports to parents, When a reader’s Lexile measure no longer exists. and the Lexile measure of a they are able to directly link test scores through Lexile measures book match, a targeted reading A large body of research documents to actionable resources. This experience occurs. For example, if the pernicious effects that this capability has enabled over twenty a reader has a Lexile measure of three-month break has in terms of state departments of education to 1000L, he or she will be forecasted reading growth for our students, in use the state test reports to promote to comprehend approximately 75 particular our low-income students. the use of libraries through summer percent of a book with the same “Summer loss,” “summer slide,” and reading programs. Lexile measure (1000L). With “summer fade” all refer to the reality

I Since other text-complexity tools exist in addition to the Lexile Framework for Reading, comparative studies have been conducted to align and crosswalk other metrics to the Lexile grade bands. For a more thorough analysis and review of text-complexity tools see “Not So Common: Comparing Lexile Measures with the Standards’ Other Text Complexity Tools” (Smith 2012) and Measure of Text Difficulty: Testing Their Predictive Value for Grade Levels and Student Performance (Nelson et al. 2012).

Volume 42, No. 3 | January/February 2014 27