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What is Lexile measures?

Teacher Dialogue

www.aimsweb.com

www.readingrockets.org

https://www.education.ne.gov/RtI/index.html

A scientific way to match readers with text.

Difference between Lexile measures versus grade equivalents

Notes to Consider

Marie Holbein (2010) explains that successful IRI’s include teacher dialogue. This makes the assessment socially interactive. Teachers should be aware of how they impact student by how they talk to them and model language.

Impact on diagnostic assessment results

Although a student may be an excellent reader, it is incorrect to assume that he or she will comprehend text typically found at a higher grade level. A high Lexile measure for a student in one grade indicates that the student can read grade-level-appropriate materials at a very high comprehension rate.

The student may not have the background knowledge or maturity to understand

material written for an

older audience.

Grade equivalent measure

Culturally sensitive assessments

Learning disabilities

Socio economics

Setting

Examiners Role

Represents a student's ability level in comparison to students who were in the specific test's norming group

Grades can be misinterpreted to as being a grade level standard

Lexile measure

Should provide little to no assistance

Assist but not help

Collect data

Appropriate IRI selection

The Lexile measure represents a student's level on a developmental scale of reading ability

Students are given a score range to select books based on text difficulty

Should measure qualitative measures:

graphophonic

cyntactic

semantic errors

References

Results administration

Benefits of AIMSWeb

Reading Rockets (2016) Informal Reading Inventory (Qualitative Reading Inventory) Referenced on November 22, 2016 from http://www.readingrockets.org/article/informal-reading-inventory-qualitative-reading-inventory

Russell, C. (2013). FOUR DECADES OF INFORMAL READING INVENTORIES. Review Of Higher Education & Self-Learning, 6(22), 1-21.

Wilson, K. (2008). Facilitator talk in EAP reading classes. ELT Joumal, 62{A), 366-375

It helps school administrators demonstrate tangible improvements.

It helps teachers become more effective and more efficient in the classroom.

Most important of all, aimsweb helps to create better

outcomes for students.

Results will be distributed within the week results are available. Usually within a couple days of the test being taken. The teacher and test administrator will go over results together. Then results can be made available to parents by either the teacher or help of the test administrator. Prior knowledge

and cultural bias will also be measured

and results distributed with

teachers and parents.

AIMSWEB

Administration and Bias

References

aimsweb is an assessment and RTI solution in school today—a complete web-based solution for universal screening, progress monitoring, and data management for Grades K-12. aimsweb provides guidance to administrators and teachers based on accurate, continuous, and direct student assessment.

Administered 2 to 3

times a year

Qualitative based to measure text complexity ability versus norm referenced

Culican, S. J. (2007). Trouble teacher talk: The challenge of changing classroom discourse patterns. The Australian Educational Researcher, 34(2), 7-2

Holbein, M. F., & Harkins, D. M. (2010). AN INVESTIGATION OF TEACHER TALK DURING THE ADMINISTRATION OF AN INFORMAL READING INVENTORY. College Reading Association Yearbook, (31), 237-249.

Moe, A.J. & Woods, M. L. (2015) Analytical Reading Inventory: Comprehensive Standards-Based Assessment for All Students Including Gifted and Remedial, Tenth Edition, Pearson Education, Inc.

Common Core

Common Core Standards utilize text complexity as a way to develop reading skills in a systematic way that can be applied to more difficult text.

Lexile Range

Challenging Studens

Even those students who may fall into the lower end of a Lexile band are required to work hard to read certain text from those chosen at a higher Lexile range.

Challenging students to read on the higher end of their Lexile range builds literacy gains and challenges students to read at higher levels.

Areas of Concern

How comprehension questions are issued

Accessing Prior Knowledge

Culturally Biased Text

A student may be able to answer a question correctly without even reading about something the question was based on just through past experience. Students must read the passage in order to answer the question.

If a rural student is asked to read about the city, they may not have the opportunity to properly access prior knowledge.

If a Native American student is asked to examine an Asian folk tale, the same can be said.

This affects comprehension.

What is Informal Reading Inventory?

IRI measures comprehension, fluency, grade level reading, oral reading accuracy and vocabulary. It is a qualitative measure which is completed as an on going assessment through a student’s school years. It is usually given up to three times a year, especially in primary grades.

What IRI Measures

Fluency and Comprehension

Vocabulary and Oral Reading Accuracy

Grade Level Reading

Students ability to read with speed, accuracy, and proper expression and understand or connect to what they are reading.

Vocabulary refers to the words children must know to communicate effectively.

Oral reading accuracy provides the teacher with insight into a student's ability to use strategies to decode unfamiliar words.

Per Scholastics.com

A student receives his or her Lexile measure from one of two ways: taking a school-administered test, which is specifically designed to measure Lexile or reading ability or by taking a standardized reading test

which converts the reader’s results

to a Lexile measure.

Informal Reading Inventory

Based on Jim Harvey's speech structures

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