The Lexile Framework:

Information Series
Using Lexiles in Your Reading Program

Once students Lexile measures have been determined, the world of books is open to them. Choosing the right book for
the right reader at the right time is key to helping students grow in their reading ability.
How Do I Adjust Lexiles Based on My Instructional Purpose?
When matching readers to text, one needs to consider the instructional purpose. s the purpose to facilitate independent
or instructional reading! s it to expose the student to difficult vocabulary and content that re"uire skill building, or to
let him read for the simple pleasure of reading!
#o accommodate different instructional ob$ectives, the Lexile %ramework has developed guidelines for ad$usting Lexile
measures within students instructional and independent reading &ones. #hink of a sliding scale as you consider what
level of material is appropriate for students in different reading contexts. When students read down from their Lexile
measure, as much as '() Lexiles, they encounter text that is targeted to their independent level and becomes
increasingly easy for them to read. When students read up from their Lexile measure, as much as '() Lexiles, they
encounter text that increases in challenge and should be targeted for instructional purposes. Within the instructional
and independent reading &ones, books may be used for a variety of purposes as illustrated below.
Should Students Always Choose Materials with Increasingly Higher Lexile Measures?
While students should be encouraged to move on to more demanding materials as their skills develop, it is not
necessary for them to advance to a higher Lexile measure with each new book. *y reading half a do&en or so titles
within their independent reading range, young readers can build reading comprehension before moving to the next
level.
ill the Lexile !ra"ewor# Help !ind Boo#s $or Less Ad%anced &eaders?
#he Lexile %ramework is geared toward the needs of readers at all levels. t enables teachers to select books targeted to
students current skill levels. #his reduces the risk of frustrating readers and +turning them off , from the benefits and
pleasures of regular reading.
hat is the 'ypical Lexile (rowth a Student ill )xperience?
On average, a students Lexile measure should increase during the school year through reading practice at their targeted
levels.

-rade .ange /verage Weekly0 ncrease in Lexiles
123 32( Lexiles
425 '23 Lexiles
67 12' Lexiles
8ote9 students who are receiving intensive intervention may expect to grow at a higher rate than average.
:0t is not recommended that students be assessed each week, but rather this be used to assist in setting goals for
students over time.;
Can I *se Lexiles with My Core &eading Progra"?
<any of the books in your core reading program may be included in the growing and vast database of books, from
hundreds of publishers, that have already been Lexiled. Check the Reading Counts database of books in *ook =xpert
for the books you are using or visit the >cholastic website at .eading Counts.com or the Lexile website :Lexile.com; to
determine which titles have Lexiles.
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The Lexile Framework:
Information Series
Using Lexiles in Your Reading Program

I+D)P)+D)+' &)ADI+(
Lexile &eading
&ange
Purpose &eco""ended Context Student )xperience
,- Lexiles and
a.o%e
the students
Lexile measure
8?/ Only use text at this
level if the student
has prior knowledge
or a deep interest or
confidence in the
sub$ect of the book.
!rustrating
#his is the students
frustration &one,
except in the cases
where the student
has a deep interest or
confidence in the
sub$ect of the book.
,- Lexiles a.o%e
to /-- Lexiles
.elow
the students
Lexile measure
*uild comprehension
skills and ac"uire
new vocabulary
while reading
independently.
#his is optimal when
the student has
selected the book and
is interested in the
topic.
@se this range of text
with confident
readers.
Challenging
>tudent
demonstrates a
sufficient control of
vocabulary and
syntax to get over
hurdles that he
encounters, with
relative ease.
/n appropriate level
of challengeA
neither frustration,
nor boredom will
occur.
/-- to 0,-
Lexiles .elow
the students
Lexile measure
.ead to build
fluency and
confidence.
=xplore new or
difficult sub$ects or
practice reading
skills.
<otivate readers to
engage in reading for
pleasure, not skill
building.
#ext at this range is
optimal for reluctant
and remedial readers.

!luent
.eader experiences
automaticity with
text. *oth the
vocabulary and
syntax the reader
encounters are easy.
Copyright 2000. Sholasti! In. "ll rights reser#ed. Sholasti! Sholasti Reading Counts! Sholasti Reading In#entory!
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The Lexile Framework:
Information Series
Using Lexiles in Your Reading Program

I+S'&*C'I1+AL &)ADI+(
Lexile &eading
&ange
Purpose &eco""ended Context Student )xperience
,- to 0,- Lexiles
a.o%e
the students
Lexile measure
>kill instruction
that exposes
student to new
vocabulary,
difficult syntax,
and challenging
literary features.
Challenge
student to grow
as a reader,
building new
vocabulary and
skills.
@se text at this level
when providing one2
on2one support to the
student, in small group
instruction, or during
read aloud.
Challenging
>tudent will not be
able to read the text
independently, but
with the right
amount of support,
the student will build
skills.
,- Lexiles a.o%e to
/-- Lexiles .elow
the students Lexile
measure
>kill instruction
that focuses on
teaching new or
difficult skills
and sub$ects.
@se text at this level
when asking students
to read independently
as you instruct. One2
on2one support is not
needed.
'argeted
>tudent will read
with confidence and
control, as well as
the appropriate level
of challenge to grow
as a reader.
/-- to 0,- Lexiles
.elow the students
Lexile measure
>kill instruction
for remedial or
reluctant
readers.
@se text at this level
with reluctant or
remedial students and
to help students master
a challenging sub$ect
or skill.
)asy
>tudent will
experience fluency.
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