The Effect of Altered Lexile Levels of Informational Text on Reading Comprehension

We examined how using five different simplified texts on the same subject would affect reading comprehension. 335 students in grades four through eight read one of retrieved from Newsela.com and then completed a comprehension test. Results 3-way ANOVA showed no significant interaction among grade, level text condition. Pairwise comparisons that below-level readers’ scores improved only with extremely lower levels on-level above-level did not significantly change regardless level. Regression analysis statistically contribution to overall scores. The findings this study have implications for choosing leveled instruction.