The Effect of Altered Lexile Levels of the Same Text on Reading Comprehension

• In Event: Literacy Assessment

Abstract

The purpose of this study was to examine how using simplified versions of a text will affect reading comprehension. 335 students in grades 4-8 read one of five versions of an informational text retrieved from Newsela and then took a comprehension test. Results from a 3-way ANOVA showed no significant interaction between grade, reading level and text condition. Pairwise comparisons showed that below-level readers’ scores differed from the scores of on-level or above-level readers only when given extremely lower levels of texts. Regression analysis showed no significant contribution of text level to overall comprehension scores. This study is important because it raises questions about our decision-making in choosing leveled texts for reading instruction.

Authors

• Catherine Rand, Rutgers University

• Muriel K. Rand, New Jersey City University

• Mary McGriff, New Jersey City University