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Word count, genre, and lexile of texts in four popular core reading programs in grades four and five
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Rand, Catherine L.. Word count, genre, and lexile of texts in four popular core reading programs in grades four and five. Retrieved from https://doi.org/doi:10.7282/t3-s15j-t132

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TitleWord count, genre, and lexile of texts in four popular core reading programs in grades four and five
NameRand, Catherine L. (author); Morrow, Lesley (chair); Goldin, Gerald (member); Verona, Gail (member); McGriff, Mary (member); Rutgers University; School of Graduate Studies
Date Created2023
Other Date2023-05 (degree)
SubjectReading instruction, Elementary education, Education, Curriculum, Elementary, Genre, Lexile, Reading, Word count
Extent94 pages : illustrations
DescriptionThis quantitative study examines the Lexile level, estimated volume, and genre of fourth- and fifth-grade texts used in four popular core reading series to analyze the programs’ possible effects on instruction and comprehension. The four series include Houghton Mifflin Harcourt’s Into Reading, Lucy Calkins’ Units of Study for Teaching Reading, Fountas & Pinnell’s Classroom Collection, and McGraw Hill’s Wonders. Analyzing the whole-group read-aloud texts designed to practice reading comprehension, this study collected the Lexile level, estimated word count, number of texts, and count of literary and informational text from all four programs. Descriptive statistics showed considerable differences between programs, including low mean Lexile levels, programs with seven times fewer words than others, and too little informational text across all programs. These findings align with other scholars’ critiques over the last 20 years that there is a lack of vocabulary, not enough volume of text, and not enough informational text. This data is important in understanding the effects of curriculum on comprehension and reading growth as well as the equity of reading opportunities given to students.
NotePh.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-s15j-t132
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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