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• W2985763307 abstract "Foundational skills are important to reading success. Additionally, U.S. Core Reading Standards recommend text complexity grade-bands extending from second- through twelfth-grade as a measure of reading growth. The idea means that students must increase their reading skills as they progress across grades and that text complexity offers a reasonable metric for gauging such growth. A challenge with the text-complexity bands is both their breadth and their large increase between third- and fourth-grade. We present a text-complexity heuristic mapping growth in foundational skills across the elementary grades that provides a more fine-grained perspective for tracking reading development. We next present empirical evidence supporting the heuristic, which shows that students who reach foundational skill criteria by the end of third-grade are much more likely to achieve end-of-year reading proficiency than peers who are less-than-proficient readers." @default.
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• W2985763307 date "2019-09-01" @default.
• W2985763307 modified "2023-09-23" @default.
• W2985763307 title "The Lexile Leap: Consequences for Foundational Skills and Accountability Achievement" @default.
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• W2985763307 doi "https://doi.org/10.13189/ujer.2019.070906" @default.
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