Text Complexity? What’s It All About?
Text Complexity? What’s It All About?
One of the terms that has come to the forefront with the Common Core State Standards is Text Complexity. In the CCSS, students are expected to “Read and comprehend complex literary and informational texts independently and proficiently.” (CCRA.R.10)
Most of us know when we’re reading more difficult text, but what does Text Complexity really mean and how do we know that we’re addressing this standard?
Three dimensions can be used to locate and identify text complexity, and for at least two of these dimensions, tools are available for teacher use. These are quantitative, qualitative, and reader and task considerations. As teachers become familiar with these dimensions, they will be able to plan and ensure that their students are reading and comprehending complex text.
Quantitative complexity refers to elements of the text such as word length, word frequency, sentence length, and text cohesion. Readability formulas can determine quantitative complexity, and fortunately, this analysis is now most often completed by a computer and provides reading levels and grade bands. Lexile Levels are probably the most common tool available, and teachers can use the Lexile Level of the text to match the “instructional” Lexile Level of the student.
Qualitative complexity is a bit more difficult to ascertain, as it cannot be as easily determined by a computer. Qualitative complexity refers to elements such as text structure, language clarity and conventions, knowledge demands, and levels of meaning and purpose. I always think of this in terms of the novel Red Badge of Courage. A short book that has a Lexile Level of 900 has a qualitative complexity well beyond that of say, the book Bud Not Buddy, that has a similar Lexile Level. Tools are becoming available to help teachers determine the appropriateness of the qualitative complexity for students, but it still requires the professional judgment of the teacher to determine what is appropriate for particular students.
The third dimension is to consider reader and task considerations. This includes things like the motivation, knowledge and experience of students, as well as the purpose of the text and types of questions asked about the text. This is also going to require teacher professional judgment. A student with no background knowledge about the Holocaust will have difficult comprehending a book such as Night.
As one can see, determining text complexity requires professional judgment. Teachers need to be familiar with the texts and with their students’ maturity level, knowledge, and background in order to match appropriate complex text with students. They also need to be sure to provide appropriate activities that require students to use critical thinking to comprehend the text beyond the surface level.
This is incredibly important to keep in mind because if we attempt to have students read text at their frustrational level, comprehension will be minimal at best. Complex text, to be fully taught and understood, needs to be at a student’s instructional level. Using the Lexile Levels provided by NWEA or administering Informal Reading Inventories that are often a part of core reading programs can help teachers with the initial quantitative match. However, teachers will need to use their professional judgment, knowledge of their students, and knowledge of the text to create meaningful opportunities for students to comprehend complex text.
For additional information on Complex Text, check out the following links:
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