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- [1.2] Written Language: - any previous knowledge of the nature of written language and its purposes [18] [2.0] Extraneous Stimuli - [2.1] Schooling: - the level of experience of the teachers, support from parents, the teaching methods & reading materials used [19] - [2.2] State of Mind: - the emotional state of the child from their home life [19]
Small books containing a combination of text and illustrations are then provided to educators for each level. [3] While young children display a wide distribution of reading skills, each level is tentatively associated with a school grade. Some schools adopt target reading levels for their pupils.
Scores in each aspect (prose, document, and quantitative) were grouped in five levels: level 1 (0-225), level 2 (226-275), level 3 (276-325), level 4 (326-375), and level 5 (376-500). The survey revealed that the literacy of about 40 million adults was limited to Level 1 (the lowest level, an understanding of basic written instructions).
Lewis M. Terman, a psychologist at Stanford University, was one of the first to create a version of the test for people in the United States, naming the first localized version the Stanford revision of the Binet-Simon Intelligence Scale (1916) and the second version the Stanford–Binet Intelligence Scale (1937). [4]
Thus, Lexile scores do not reflect multiple levels of textual meaning or the maturity of the content. [1] The United States Common Core State Standards recommend the use of alternative, qualitative methods to select books for grade 6 and above. [1] In the U.S., Lexile measures are reported annually from reading programs and assessments. [2]
Clomedia.com Editor suggests "it is best to look at the levels as a categorization scheme (i.e., their original purpose) in order to guide your staff in what levels to apply to the evaluation task". [1] In practice, then, it is common for trainers to get stuck in Levels 1 and 2 and never proceed to Levels 3 and 4, where the most useful data exist.
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Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.