--- title: Lexplore School – Reading Assessment for Schools description: An objective reading level for every student, what each reader needs next, and the data to show progress across a class, school or municipality. --- [Skip to the main content.](https://lexplore.com/schools#main-content) [![Lexplore](https://lexplore.com/hs-fs/hubfs/Lexplore_22_Logo.png?width=555&height=173&name=Lexplore_22_Logo.png "Lexplore")](https://lexplore.com?hsLang=en) [![Lexplore](https://lexplore.com/hs-fs/hubfs/Lexplore_22_Logo.png?width=555&height=173&name=Lexplore_22_Logo.png "Lexplore")](https://lexplore.com?hsLang=en) - [Schools](https://lexplore.com/schools) - [Parents](https://lexplore.com/parents) - [Partners](https://lexplore.com/partners) - [Science](https://lexplore.com/science) - [Contact](https://lexplore.com/contact) Toggle Menu Toggle Menu - [Schools](https://lexplore.com/schools) - [Parents](https://lexplore.com/parents) - [Partners](https://lexplore.com/partners) - [Science](https://lexplore.com/science) - [Contact](https://lexplore.com/contact) For schools and municipalities # An objective reading level for every student, what it means, and what to do next. Eye tracking and AI turn five minutes of reading into an objective reading profile, tell teachers what each reader needs, and give schools and municipalities the evidence that it is working. [Book a demo](https://lexplore.com/contact?interest=school&hsLang=en)[See the evidence](https://lexplore.com/schools#school-evidence) ![Codex Image 9 Sept 2026, 17\_03\_30](https://lexplore.com/hs-fs/hubfs/Codex%20Image%209%20Sept%202026%2c%2017_03_30.png?width=640&height=640&name=Codex%20Image%209%20Sept%202026%2c%2017_03_30.png) **800** schools **50** municipal customers and trusts **4** markets **1m+** assessments ## Reading outcomes over time, across two organisations. Four academic years for both the school group and the municipality. Annual snapshots, not a fixed cohort followed over time. ### A Swedish independent school group 32 schools, 13,131 students, grades 1 to 9 **51%** 21/22 **65%** 22/23 **62%** 23/24 **70%** 24/25 ### A Swedish municipality 12 public schools, 3,935 students, grades 1 to 9 **73%** 21/22 **73%** 22/23 **75%** 23/24 **78%** 24/25 - At or above expected level - Approaching - Needs support > "200 children went through the Lexplore assessment process in a week. Within five minutes of each assessment we had the results and an accurate attainment level. Previously, it took teachers an entire term to do accurate assessments on their whole class." Adam Luxford, Freemantle Church of England Community Academy ## One assessment, two kinds of answer One student’s result view **The assessment.** Assessing a class accurately means a teacher sitting with each student in turn, which takes a term and produces results that are not straightforwardly comparable between teachers or schools. Instead, each student reads on screen for about five minutes. The webcam records how their eyes move across the text, and the result is weighed against their comprehension answers. What comes back is a reading profile: their level, where they sit against age-related norms, and how fluency, accuracy and comprehension combine. Every student is read the same way, so a teacher can compare across a class without wondering how much of the difference is the assessor. Results come back the same day. It runs in a browser on the webcam already in a school laptop, and any teacher can administer it without specialist training. **What to do next.** A level on its own is just a number. Each profile comes with recommendations for that reader: where to focus, which students need the same thing, and reading and practice matched to the level. Teachers get a reading diary to follow daily practice, and professional development so the whole staff can use the data rather than one trained person. **The organisation-wide view.** Because every student is assessed identically, results aggregate. A school group or municipality sees attainment by class, by school and across the organisation, and follows the same students year on year. That answers three questions that are otherwise hard to answer honestly: where support should go, whether last year’s intervention worked, and what to show a board or council when asked how reading is progressing. ### Eye tracking and AI, not a stopwatch The eyes reveal the work of reading as it happens. Models trained on over a million recordings turn that into an objective level in minutes rather than a term. The models produce information; teachers decide what it means. ### Research going back to 1989 Built on the Kronoberg Project, a longitudinal study at Karolinska Institutet that followed hundreds of readers, with and without difficulties, from primary school into adulthood. ### Benchmarks that stay current Reading attainment shifts. Students are compared against how children read now, not against a benchmark from twenty years ago. Scanpath comparison: two readers, same passage The same paragraph, two readers. [How the assessment works →](https://lexplore.com/science?hsLang=en) ## An objective measure and a clear next step, not a diagnosis Lexplore gives you a reliable, objective reading level, shows you exactly where a student sits, and tells you what to do about it. What it does not do is tell you why they are there, and knowing the difference is what makes the data usable. It measures reading, not the reasons behind it. It will not tell you whether a student is struggling because of vision, hearing, attention, language background, anxiety or something happening at home. It does not replace a specialist assessment. And when the result and a teacher’s own judgement disagree, that is worth looking into rather than explaining away. Both are telling you something. So the result is not a verdict, it is a starting point with an action attached. For most students the recommendations are the whole answer. For a few, the value is knowing sooner and knowing consistently, so that further investigation happens where it is actually warranted rather than everywhere or nowhere. ## Reading data, handled with care The assessment records eye movements and voice while a student reads. Both are used to assess reading ability, not to identify anyone. No automated decisions are made about any student, and all data is stored within the EU and EEA. What is recorded Eye movements and voice, while a student reads. Nothing else. No browsing, no other applications, nothing before or after the assessment. Who interprets the result Results are interpreted by teachers, student health teams and school leadership together with other knowledge of the student, as part of the school’s overall assessment. Never as an automated decision. Where data is stored Each responsible authority has separate databases. Access is controlled through role-based permissions and multi-factor authentication, personal data is encrypted, and all storage takes place within the EU and EEA. Documents on request Support material for a data protection impact assessment, the sub-processor list, and a data processing agreement. [Contact us to request documents →](https://lexplore.com/contact?interest=school&hsLang=en) ## See it with your own students A short demo, then a pilot with one year group if you want to see the data before committing. [Book a demo](https://lexplore.com/contact?interest=school&hsLang=en) Products - [Lexplore School](https://lexplore.com/schools) - [Lexplore Home](https://lexplore.com/parents) - [Lexplore Inside](https://lexplore.com/partners) Lexplore - [The science](https://lexplore.com/science) - [Get in touch](https://lexplore.com/contact) See how every child reads An objective reading profile, and a plan for what will help that reader most. [![Lexplore](https://lexplore.com/hs-fs/hubfs/Lexplore_22_Logo.png?width=100&height=31&name=Lexplore_22_Logo.png)](https://lexplore.com/next-home?hsLang=en) © 2026 Lexplore.