Early-reading indicators help to identify which text characteristics are contributing to the reading challenge in a book or piece of text. Educators can use the early-reading indicators to help identify texts with features that could better support comprehension for certain types of students. For example, a student struggling with phonics could benefit from reading books that have a very low to low Decoding Indicator. Books with a low Decoding Indicator tend to contain more monosyllabic words and words with simple orthographic and sound-symbol relationships, like “cat” and “top.” Books like these would make it more likely that a child succeeds when reading the book aloud. When teaching students that are English Language Learners (ELLs), one may want to consider looking for books with a low Semantic Indicator to help improve comprehension. These type of books contain more familiar, high-frequent and concrete words and could help ELLs better understand the material.
It is important to read a variety of different types of reading materials. Early-reading indicators also help ensure that students are getting this variety in their reading experiences by reading a repertoire of texts that have different types of challenges. Early-reading indicators are accessible on the book detail pages of Find a Book, a tool used to build custom reading lists based on Lexile range and interest. To see additional examples of early-reading indicators for specific books and how they help identify where the challenge is coming from, see: