The Lexile Framework for Reading
The Lexile Framework for Reading is a scientific approach to measuring both text difficulty and reading ability on a scale that was developed by MetaMetrics®. The measure is represented as a number with an L after it, such as 750L.
There are two Lexile measures: the Lexile reader measure and the Lexile text measure. The Lexile reader measure represents the student’s reading ability and the Lexile text measure represents the difficulty of the text. When used together, they can help a reader select reading material that is at an appropriate difficulty level. The Lexile reader measure can be used to monitor growth in reading ability over time.
A reader’s Lexile range is from 50L above to 100L below the reader’s Lexile score. If a student attempts reading material above his/her Lexile range the challenge may be too great for the student to master independently. In a classroom setting where textbooks are used as the main reading material, the texts may not be well-matched to all students.
The Lexile measure (text complexity) of a book is an excellent starting point for a student’s book selection. It’s important to understand that the book’s Lexile measure should not be the only factor in a student’s book selection process. Lexile measures do not consider factors such as age-appropriateness, interest, and prior knowledge. These are also key factors when matching children and adolescents with books they might like and are able to read. Lexile codes provide more information about developmental appropriateness, reading difficulty, and common or intended usage of books. For more information on Lexile codes, please visit: Lexile.com/about-lexile/lexile-codes/.
The Quantile Framework for Mathematics
The Quantile Framework for Mathematics, developed by MetaMetrics®, uses a common developmental scale to measure student mathematical achievement, the difficulty of the mathematical concepts, and the materials used for teaching mathematics. The measure will be reported as a number followed by a Q, such as 800Q.
A Quantile measure indicates how well a student understands mathematical concepts and skills at his or her grade level. To interpret what a Quantile measure means for a specific student, two pieces of information are needed: the Quantile score, and the grade level during which the student received the Quantile score. For example, a higher Quantile measure within a specific grade range indicates that a student probably has very few problems with grade-level material (textbooks and assignments) in school. A lower Quantile measure indicates that a student most likely struggles to understand and succeed with grade-level material.
The Quantile Framework can help teachers select materials within a specific student’s learning frontier. The learning frontier is from 50 Quantile measures above to 50 Quantile measures below a student’s score. The Quantile Framework has defined almost 500 mathematics skills and/or concepts. Each of these concepts has a measure. Each measure shows how difficult one skill is in relation to the others.
The Quantile Framework is broken down into Quantile Skill and Concepts (QSC). Each QSC is a number followed by a Q. The higher the number, the more difficult the solvability. Each Qunatile Skill and Concept aligns with one of the five NCTM mathematical strands; Numbers and Operations, Geometry, Measurement, Algebra/Patterns & Functions, and Data Analysis & Probability. Each QSC has a Knowledge Cluster which indicates the precursor and supporting Quantile Skill and Concept. The precursor Quantile Skill and Concept describes the skills and concepts that should be mastered before beginning instruction on the main QSC. The supporting Quantile Skill and Concept represents skills that are not necessary for the lesson, but could broaden and enrich the lesson.
Quantile measures are not directly connected to grade levels. Within any classroom there will be students with a wide range of Quantile scores. Because teachers can use a student’s Quantile score to assess the mathematical needs of that student, they can target instruction, forecast understanding, and improve mathematics instruction.