Better get this down before I forget it! While I *know* my previous idea has been done before, some way or another, I’m not entirely sure about this one. Probably, but maybe less so? Dunno!
Does requiring a student to read texts for school based on an AR level/Lexile level affect student outcomes?
a. Does it encourage or discourage reading on the part of a student?
b. Does it affect test scores?
The arbitrary number assigned by teachers (“You must do a report on a book with a lexile number of X.”) can often discourage students when reading, and makes it seem like a chore. It can limit what a student reads and sometimes make it more difficult to find books that are interesting to the student. Also, because AR and Lexile levels are often based on the lengths of words and sentences rather than the complexity of the stories/characters, I believe it doesn’t have much effect on overall test scores.
Finding sources pro- and anti- AR and lexile shouldn’t be difficult.
1. Using questionnaires and test scores from the beginning and middle and end of the school year, I would compare student responses and scores to see the end result.
1. Using two to three fifth-grade classrooms, ask each teacher involved to equally split their class in half (either by random drawing, or an intentional equal split, with high and low learners in each group). Each teacher will have two groups – one that is required to read and report on materials based on a certain AR and/or Lexile level, and one that is not. In SC, because of MAP testing, we will be able to compare benchmark scores at three points in the school year.
Much of the rest of it would be the same as my other proposal, including the ethics involved (getting parental and school permission). I think this would be interesting to do at an elementary and a high school level, but it’d be smart to start out small before expanding to different age groups.