Bernadette McLean
Independent Literacy Consultant and Former Principal of the Helen Arkell Dyslexia Centre
“ If we don’t want struggling readers to lose confidence, we need to radically change how and when we pick up on literacy issues. Current reading assessments are simply not good enough. When we look at a standard test score in isolation, it tells us that a child can’t read. It doesn’t tell us why that child can’t read. Lexplore gives us much more than a simple score or percentile, making it easier for teachers to uncover the potential reasons why a child cannot read. "

" Teachers are already under a huge amount of pressure in the classroom, so it’s imperative to get as much information into their hands as possible about children’s literacy. New developments in AI technology by Lexplore are paving the way for exactly this. By using AI technology to monitor how a child’s eye moves when reading – in a way that’s quick, easy and fun for the child – it’s possible to gain incredibly detailed insight into how his or her brain is processing text at different levels. 

Read Bernadette's article


 

Adam Luxford
Data Protection Officer at Freemantle Church of England Community Academy
"Thanks to Lexplore we now have a rigorous and quick method of assessing children’s reading ability and the methods they use in order to decode text. We can assess children without adding to the work load of the class teachers, with the intention of also providing effective interventions for the teachers again without creating unnecessary admin.
 
We will be able to quickly and confidently identify problem areas where interventions may be necessary working in depth on the pedagogies of reading. Lexplore has given us the tools for tracking the progress of these interventions over time displaying it in a very tangible way. 

The portal is very clear, straight forward and is easy to use and understand. The data is displayed in a very visual manner giving an overview at a glance. Being able to see the child’s eye movements has been fascinating, insightful and at times mesmerising. The assessment has helped highlight students with optical impairments or pupils that may require reading glasses, based on their eye movement."Read the Case Study

Jayne Mullane
Headteacher at Mersey Vale Primary School

"We have found the results of the screening confirm and back-up other assessments that we carry out in school as well as highlighting some children (particularly girls and those who use coping strategies to present as confident readers) who may have a reading difficulty that has not previously been recognised.

The screening process is quick, straightforward and easy to manage within the normal day-to-day organisation of school. The presentation of results is clear, visual and easily accessible both with regard to whole class/ school outcomes and individual results. We especially like the ability to watch the actual recording of eye-movement whilst hearing the child read aloud.

We are impressed by the privacy of the results which require appropriate security measures to access. The results have enabled us to plan more targeted intervention and adapt quality first teaching to meet the needs of all children.

We are planning to use the results within forthcoming transition meetings between class teachers. Feedback from children was really positive and they are looking forward to the next screening sessions."

Read the Case Study


 

Key Stage 2 Pupil
Mersey Vale Primary

" It was a better reading test for me as it was on a computer screen and I prefer this. It didn't seem like doing a test. I found it more enjoyable than doing other tests that we do because it was fun, short and less tiring. The stories were interesting and I wanted to read them to find out what happened."

Read the Case Study


 

Elizabeth Monaghan
Special Educational Needs Co-ordinator at Freemantle Community Church of England Academy

"Having an unbiased way to assess children’s reading ability can help. Once the foundations of reading in English are in place, we use Lexplore.

The assessment helps us identify which pupils find reading difficult regardless of their fluency in English. And importantly, we are now able to spot possible underlying reading issues which could be masked by a lack of language knowledge.

Assessments that are less reliant on fluency in English give us a more accurate picture of pupils’ reading attainment which we can continue to measure during their time with us."