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A Case for Complexity

A Case for Complexity. Research Findings. Reading demands in college, career, and life have generally held steady or increased over the last fifty years while k-12 texts have declined in complexty across grades since 1962. Research Findings.

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A Case for Complexity

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  1. A Case for Complexity

  2. Research Findings Reading demands in college, career, and life have generally held steady or increased over the last fifty years while k-12 texts have declined in complexty across grades since 1962

  3. Research Findings Current standards have not done enough to foster independent reading of complex texts—especially informational texts. Currently, only 7-15% of reading in elementary and middle school is expository even though research has concluded such text is more difficult for most students than narrative style.

  4. Research Findings High school graduates who are poor readers tend to struggle to succeed. AND…the problem with lack of reading is not only getting worse but at an accelerated rate.

  5. Research Findings Reading occupies only about 2% of class time in most high schools.

  6. Research Findings The differentiating factor for those students earning a 21-36 ACT score was their ability to read complex texts.

  7. WHAT ARE COMPLEX TEXTS? Texts that offer new language, new knowledge, and new modes of thought

  8. How is complexity measured?

  9. Qualitative Those aspects only measurable by an informed and trained judgment to the task.

  10. Qualitative Levels of Meaning or Purpose Single level if meaning Complex Explicitly stated purpose Implicit purpose (hidden or obscure) .

  11. Qualitative Structure Simple structureComplex ChronologicalFlashback ConventionalUnconventional Simple graphicsComplicated graphics Supplementary graphicsEssential graphics for understanding Language Conventions and Clarity LiteralFigurative ClearMisleading or ambiguous FamiliarArchaic ConversationalAcademic

  12. Qualitative Knowledge Demands: Life Experiences (Literary Texts) Simple themeComplex theme Single themeMultiple themes Common experiencesunfamiliar experiences Single perspectiveMultiple perspectives Perspectives similar to ownPerspectives in opposition to one’s own

  13. Qualitative Knowledge Demands: Cultural and Literary Knowledge Everyday knowledgeCultural and literary knowledge Few allusionsMany allusions

  14. Qualitative Knowledge Demands: Content Knowledge (Informational Texts) Everyday knowledgeContent-specific knowledge Few references or citations to other textsMany references to other texts

  15. Quantitative Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion typically measured by computer software or readability tests such as Frye, Raygor, Smog, Dale-Chall, Flesch, et al

  16. Reader and Task Those aspects essential to the task or the reader. This is determined by teacher judgment, experience, and knowledge of students and subject.

  17. Reader and Task Motivation (a purpose for reading, interest in the content, self-efficacy) Knowledge (vocabulary, topic, linguistics, comprehension strategies) Skill and Experience Task related variables (reader’s purpose which could shift, skimming, studying) Intended outcome (increase knowledge, solution to problem, engagement with text).

  18. Reader and Task Motivation (a purpose for reading, interest in the content, self-efficacy) Knowledge (vocabulary, topic, linguistics, comprehension strategies) Skill and Experience Task related variables (reader’s purpose which could shift, skimming, studying) Intended outcome (increase knowledge, solution to problem, engagement with text).

  19. Text complexity in the standards is defined in grade bands (2-3, 4-5, 6-8, 9-10, and 11-CCR). Students in the first year of a given band are expected by the end of the year to read and comprehend within the band (may include scaffolding at the high end of the range). Students in the last year of a band are expected by the end of the year to read and comprehend independently and proficiently within the band.

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