|
|
ABOUT THE AUTHORS
|
|
|
FOREWORD
|
|
|
CHAPTER 1
Text Complexity Is the New Black
FREE!
|
|
|
Text Complexity Defined
|
|
|
Revisiting How We Match Readers and Texts
|
|
|
Text Complexity and the Common Core State Standards
|
|
|
The Case for Struggle
|
|
|
Conclusion
|
|
|
CHAPTER 2
Quantitative Measures of Text Complexity
|
|
|
Word-Level Analysis
|
|
|
Sentence-Level Analysis
|
|
|
Conventional Readability Formulas
|
|
|
Readability Formulas That Also Measure Readers
|
|
|
Measuring Coreference and Cohesion
|
|
|
Cautions and Criticisms of Readability Formulas
|
|
|
Readability for Early Readers
|
|
|
Conclusion
|
|
|
CHAPTER 3
Qualitative Measures of Text Complexity
|
|
|
Considerate Texts
|
|
|
But Not All Texts Are Considerate
|
|
|
Levels of Meaning and Purpose
|
|
|
Structure
|
|
|
Language Conventionality and Clarity
|
|
|
Knowledge Demands
|
|
|
Returning to The Hunger Games, Qualitatively
|
|
|
Cautions and Criticisms of Qualitative Analysis of Text Complexity
|
|
|
Conclusion
|
|
|
CHAPTER 4
Matching Readers to Texts and Tasks
|
|
|
Exploring the Reader
|
|
|
Exploring the Task
|
|
|
Exploring the Question
|
|
|
Types of Questions Matter
|
|
|
Shifting Expectations
|
|
|
Cautions and Criticisms of Matching Readers With Texts and Tasks
|
|
|
Conclusion
|
|
|
CHAPTER 5
A Close Reading of Complex Texts
|
|
|
Close Reading
|
|
|
Close Reading Up Close in Fourth Grade: "Post-it Notes"
|
|
|
Close Reading Up Close in Ninth Grade: "The Road Not Taken"
|
|
|
Conclusion
|
|
|
INDEX
|