A Multimethod Statistical Examination of Lexile Levels and STAAR Reading Performance in Third Grade

Abstract

Early literacy proficiency is a critical predictor of later academic success, yet many students in rural communities continue to experience persistent reading challenges that place them at risk for long-term academic difficulties. Educators and policymakers increasingly rely on standardized literacy measures to identify students in need of early intervention, though questions remain regarding the strength and utility of these indicators in predicting academic achievement. This quantitative, nonexperimental study examined the relationship between third-grade literacy levels, measured by Lexile scores, and academic achievement, measured by STAAR performance, among students in rural South Texas. Using archival data from the 2023–2024 academic year, the study analyzed Lexile and STAAR results for roughly 200–300 students. Guided by four research questions, analyses employed Spearman’s correlation, t-tests, logistic regression, and ANOVA to explore relationships, group differences, and predictive value. Grounded in the Psycholinguistic Perspective, which emphasizes how vocabulary, decoding, and phonological awareness shape reading proficiency, the study aimed to identify literacy indicators that support early intervention. Results showed a strong, positive correlation between Lexile scores and STAAR performance, with significant differences across all performance categories. Lexile scores also significantly predicted pass/fail outcomes, underscoring their value as early indicators of academic risk and useful tools for guiding targeted literacy supports in elementary settings.

Keywords: Foundational Skills, Lexile Reading Level, Proficient Reading, Reading Achievement, STAAR Standards, Standardized Assessment

DOI: 10.7176/JEP/17-2-03

Publication date: February 28^th 2026