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About us

Lexplore is a pioneering and mission-driven company, which provides schools with new technology and resources to promote reading development.

At the core of our offering is a groundbreaking method of measuring reading attainment, which uses artificial intelligence and eye tracking technology to offer an entirely new insight into literacy.

By measuring when, where, and how a student’s eyes move in relation to the words they are reading, our paperless assessment quickly analyses their skills across key reading components, determines their attainment, and highlights potential barriers in a matter of minutes.

With immediate, fully objective, and in-depth results, teachers can then work with our dedicated intervention package to support both emerging and fluent readers in their development.

With Lexplore Analytics we can assess children without adding to the workload of class teachers, with the intention of also providing effective interventions again without creating unnecessary admin.

Adam Luxford – ICT Lead – Freemantle Community Academy

Our unique technology was also featured on BBC Evening News ( watch the feature here ) where Freemantle Community Academy in Southampton discussed how our assessment has revolutionised their view of reading in school, enabling teachers to see within five minutes if children are having trouble with certain words or letters.

We were looking for a programme that would provide us with accurate and comparable reading data, as well as support us in identifying areas where pupils as struggling and generate bespoke interventions for us to run with. We then found Lexplore Analytics and that is exactly what it does!

Fiona Tomlinson – KS1 Teacher – All Saints’ CE Academy

You can find out more about Lexplore Analytics the company by reading our story.

Our Story The Research How it Works

Lexplore Testimonials

Jayne Mullane

Headteacher • 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.”

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Bernadette McLean

• 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. “

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