Text Complexity
Text ComplexityThis portion of the module will explore
quantitative and qualitative dimensions of texts as well as reader
and task considerations
CCLS and Text ComplexityThe Reading standards place equal
emphasis on the sophistication of what students read and the skill
with which they read. Standard 10 defines a grade-by-grade
staircase of increasing text complexity that rises from beginning
reading to the college and career readiness level. Whatever they
are reading, students must also show a steadily growing ability to
discern more from and make fuller use of text, including making an
increasing number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming more
sensitive to inconsistencies, ambiguities, and poor reasoning in
texts (p. 81).
Text ComplexityQualitative dimensionsQuantitative
dimensionsReader and text considerations
Qualitative Dimensions (Fisher, Frey, & Lapp, 2012)Factors
of the text best measured by an attentive human readerLevels of
meaning or purposeStructureLanguage conventionality and
clarityKnowledge demands
See the attached rubrics for evaluating literary and
informational texts. Select and evaluate a literary and an
informational text using these rubrics. Consider how this analysis
might impact your instructional use of the texts and their
appropriateness for a specific student
Quantitative Dimensions(Fisher, Frey, & Lapp, 2012)Factors
that are difficult, if not impossible for a human reader to
evaluate efficiently (typically measured by computer software)Word
length or frequencySentence lengthText cohesionQuantitative
measures include word-level analysis, sentence-level analysis, and
conventional readability formulas
Reader and Task Considerations(Fisher, Frey, & Lapp,
2012)These need to be considered when determining if a text is
appropriate for a studentTeachers should use their professional
judgment, experience, and knowledge of the subject and the students
to determine if a text is appropriateReader considerations include:
motivation, knowledge, and experiences see attached motivation
assessmentsTask considerations include: purpose, complexity of the
assigned task, and the questions posed
Text Complexity vs. Readability(Fisher, Frey, & Lapp,
2012)Readability is a balance between the readers skills and the
text itselfHow the text acts upon the reader is as important as how
the reader acts upon the textTexts that are considerate of readers
have these characteristics: text structure, coherence, unity, and
audience appropriatenessReadability and considerateness are aspects
of text complexity, but they do not totally represent complexity
see attached examples of readability formulas
Text Complexity Grade BandsGradeBandCurrentLexile
Band"Stretch"Lexile
Band*K1N/AN/A23450L725L420L820L45645L845L740L1010L68860L1010L925L1185L9-10960L1115L1050L1335L11CCR1070L1220L1185L1385LConsider
how the aforementioned dimensions/factors as well as the above
stretch lexile bands can impact text selection and instruction.
