text complexity... range of reading and level of text complexity ccss 10. read and comprehend...
TRANSCRIPT
text complexity. . .
Range of Reading and Level of Text Complexity
CCSS 10. Read and comprehend complex literaryand informational texts independently andproficiently.
text complexity. . .
The inherent difficulty of reading and comprehendinga text combined with consideration of reader and task variables;in the Standards, a three-part assessment of textdifficulty that pairs qualitative and quantitativemeasures with reader-task considerations.(CCSS, pp. 31, 57; Reading, pp. 4–16)
3 parts . . .
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity,and knowledge demands
Quantitative evaluation of the text:Readability measures and other scores of text complexity
Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences)and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
3 parts . . .
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity,and knowledge demands
Quantitative evaluation of the text:Readability measures and other scores of text complexity
Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences)and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
text complexity. . .
new lenses forqualitative evaluation
levels of meaning*
single level of meaning
multiple levelsof meaning
(literary texts)
purpose*
explicitly statedpurpose
implicit purpose,may be hiddenor obscure
(informational texts)
structure
simple complex
structure
explicit implicit
structure*
conventional unconventional
(chiefly literary texts)
structure*
events relatedchronologicalorder
events relatedout of chronologicalorder
(chiefly literary texts)
structure*
traits of a commongenre or subgenre
traits specific toa particular discipline
(chiefly informational texts)
structure
simple graphics sophisticated graphics
structure
graphics unnecessary or merely supplementaryto understanding the text
graphics essential tounderstanding the textand may provide information not otherwiseconveyed in the text
language conventionality & clarity
literal figurative or ironic
language conventionality & clarity
clear ambiguous,purposefullymisleading
language conventionality & clarity
contemporary,familiar
archaic,otherwiseunfamiliar
language conventionality & clarity
conversational general academic &domain specific
knowledge demands: life experiences*
simple theme complex orsophisticatedtheme
(literary texts)
knowledge demands: life experiences*
single theme multiplethemes
(literary texts)
knowledge demands: life experiences*
common, everydayexperiences or clearlyfantastical situations
experiences distinctlydifferent from one’s own
(literary texts)
knowledge demands: life experiences*
single perspective multiple perspectives
(literary texts)
knowledge demands: life experiences*
perspective(s) likeone’s own
perspective(s) unlikeor in opposition toone’s own
(literary texts)
knowledge demands:cultural/literary knowledge*
everyday knowledgeand familiarity withgenre conventionsrequired
cultural and literaryknowledge useful
(chiefly literary texts)
knowledge demands:cultural/literary knowledge*
low intertextuality(few if any references/allusions to other texts)
high intertextuality(many references/allusions to other texts)
(chiefly literary texts)
knowledge demands:content/discipline knowledge*
extensive, perhapsspecialized discipline-specific content knowledgerequired
everyday knowledgeand familiarity withgenre conventionsrequired
(chiefly informational texts)
knowledge demands:content/discipline knowledge*
high intertextuality(many references to/citations of other texts)
low intertextuality(few if any referencesto/citations ofother texts)
(chiefly informational texts)