Text-Complexity-Frameworks.jpg ---- Strategies Topic:
Text Complexity

"The Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010b) define text complexity as three interrelated components:

1. Qualitative dimensions of text complexity: In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.

2. Quantitative dimensions of text complexity: The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software.

3. Reader and task considerations: While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. "  — International Reading Association


The Text Complexity Topic within the Strategies Domain addresses best practices in the use of Text Complexity to promote learning.
 

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