Reading – Exercise for the Mind

As developers of Lexile measures, we view targeted reading similar to that of an exercise routine. An individual working out daily begins at a level that is appropriate for them. Everyone has a different starting and end point – no two individuals are the same. As you start to progress and develop strength and increase endurance, you grow at a healthy rate specific to your needs. You don’t immediately pick up at the same level as your peers who may be more advanced. If you start too intensely, this can be extremely discouraging, frustrating or even lead to injury.

The process for learning to read is similar. Encourage students to read at a level at which they are comfortable. Your student’s Lexile measure is given to accommodate just that. Reading too far past their reading level can be intimidating and cause a dislike for reading. We aim to empower students and help them find their passion to read.    

The  Lexile Framework® for Reading was created to empower students to read and to explore their reading abilities. Our co-founder, (also an avid reader, parent and grandfather) discusses the importance of instilling this love and how reading can be powerful, magical and valuable. Parents should experience this empowerment as well when helping their child find a book or learn the love of reading. (Please see our blog on how Lexile measures can empower parents.)

Credit vs. Enjoyment

While we love to see and hear stories about students raising their Lexile measure, this is not our main focus. Our goal is to empower the passion and excitement of reading we all feel when we open a book for the first time or even re-read a book we love and can’t help but return to. We encourage students to read any and all books.

We encourage you to set a purpose for reading. What is that purpose? Grades and results are important, but so is the love for reading. We don’t aim to put students in a “box” or limit them to only reading at a certain level. If a student desires to read a book outside of their Lexile range, by all means, we encourage them to continue reading.

Reading Outside of Their Lexile Range

Students may choose to read a book that is outside of their Lexile measure.

If your student wishes to read a book below their Lexile measure:

• Use this as an opportunity to encourage independent reading. Reading is not always for a grade or credit, but for enjoyment and pleasure. Challenging your students to read at a certain measure can be helpful, but don’t discourage them when they also want to read a lower level book. A helpful way to avoid this is to have them pick out a book of their choice in addition to the book you assign.  
• Struggling and reluctant readers can use Lexile measures to find easier books to practice with on topics they’re interested in or required to read about.
• Combine Lexile range and developmental level to find easier books that are still age-appropriate.

If your student wishes to read a book above their Lexile measure:

• Higher-level books provide a great opportunity for reading growth. Books above a reader’s Lexile range can stimulate growth when the topic is of high interest to the reader.
• Is there a peer reader or parental help available? Peer reading promotes book discussion and can create a sense of community.
• Don’t sacrifice content for readability’s sake. Instead, use Lexile Measures to gauge the comprehension gap and bridge that gap with instruction, such as background teaching or discussion. 

Be Part of the Solution

Have more questions? Take the conversation to an open community that will listen, help, and answer any questions you may have. Join The Lexile Educator Group on Facebook and be a part of the solution for your students’ reading needs.