NGCARPD NGCARPD

Text ComplexityText Complexity

1

Welcome.Please sign in.

Why all the fuss Why all the fuss about text about text

complexity?complexity?

Text Complexity - ACT StudyText Complexity - ACT StudyPurpose: Determine what distinguished the

reading performance of students likely to succeed in college and not.• Process:Set benchmark score on the reading test shown to be predictive of success in college (“21” on ACT composite score).

Looked at results from a half million students.Divided texts into three levels of complexity: uncomplicated, more challenging, and complex.

3

Performance on the ACT Reading Test by Comprehension Level

(Averaged across Seven Forms)

4

Performance on the ACT Reading Test by Textual Element (Averaged across Seven Forms)

5

Text Complexity MattersText Complexity MattersPerformance on complex texts is the

clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready.

Texts used in the ACT Reading Test reflect three degrees of complexity: uncomplicated, more challenging, and complex.

6

7

Performance on the ACT Reading Test by Degree of Text Complexity(Averaged across Seven Forms)

In this figure, performance on questions associated with uncomplicated and morechallenging texts both above and below the ACT College Readiness Benchmark forReading follows a pattern similar to those in the previous analyses. Improvement on each of the two kinds of questions is gradual and fairly uniform.

77

Recap of ACT FindingsRecap of ACT Findings

Question type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark.

The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level.

What students could read, in terms of its complexity--rather than what they could do with what they read—is greatest predictor of success. FCAT has complex passages and highly cognitive demanding questions.

8

Text Requirements Text Requirements in Middle and High Schoolin Middle and High School

Many students are engaged in shallow reading, skimming text for answers, focusing only on details and failing to make inferences in order to integrate different parts of the text. Years of reading in this superficial way will cause a student’s reading ability to deteriorate.

For many students the decline of text demands in the courses that they take has both an immediate and long term impact on student achievement.

Our Challenge: Provide students with

exposure to more complex texts in our classrooms.

Text Complexity

Text complexity is defined by:

Qual

itativ

e

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and TaskReader and Task considerations – background

knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

11

Step 1: Quantitative MeasuresStep 1: Quantitative Measures

Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Quantitative Measures

12

A Basic Introduction to LexileA Basic Introduction to Lexile

13

Click icon to see short video on Lexile.

Quantitative MeasuresQuantitative Measures

14

Read and discuss the article entitled, “Lexile-to-Grade Correspondence.” As you read, consider the following questions:•What is the purpose of Lexile Measures?•For what purposes should teachers NOT use Lexile Measures?•What is IQR? What function does it serve?•What is a stretch text?

Quantitative MeasuresQuantitative Measures

15

Grade Text Demand Study 200925th percentile to 75th percentile

(IQR)

"Stretch" Text Measures25th percentile to 75th percentile

(IQR)

1 230L to 420L 220L to 500L2 450L to 570L 450L to 620L3 600L to 730L 550L to 790L4 640L to780L 770L to 910L5 730L to 850L 860L to 980L6 860L to 920L 950L to 1040L7 880L to 960L 1000L to 1090L8 900L to 1010L 1040L to 1160L9 960L to 1110L 1080L to 1230L10 920L to 1120L 1110L to 1310L

11 and 12 1070L to 1220L 1210L to 1360L

Where do you go to identify the Lexile of a Where do you go to identify the Lexile of a text?text?

16

• Access Lexile Framework for Reading and set up an account to use.

• Use the Educational Testing Service’s Source Rater.

• Convert text to Plain Text. Also review information on submitting text.

Demonstration: “Evolution of the Grocery Bag”Demonstration: “Evolution of the Grocery Bag”

17

• Go to www.lexile.com.• Go to Lexile Tools.• Scroll down to Lexile Analyzer.• Set up an account.• Log in.• Convert your document to plain text.• Browse and submit.• Determine Lexile score.• Find placement. Use the chart in the Lexile

article you read to determine where it would fall in the IQR and as a stretch text.

Quantitative MeasuresQuantitative MeasuresAdditional Resources

•Lexile Measures and the Common Core State Standardshttp://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/

•Accelerated reader and the Common Core State Standardshttp://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

•Coh-Metrixhttp://cohmetrix.memphis.edu/cohmetrixpr/index.html

Coh-Metrix calculates the coherence of texts on a wide range of measures. It replaces common readability formulas by applying the latest in computational linguistics and linking this to the latest research in psycholinguistics.

18

Quantitative MeasuresQuantitative MeasuresRemember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle.

Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.

19

Step 2: Qualitative Measures

Measures such as:• Structure• Language Demands and

Conventions• Knowledge Demands• Levels of

Meaning/Purpose

20

Common Core StandardsCommon Core StandardsQualitative Features of Text Complexity Qualitative Features of Text Complexity

Structure (could be story structure and/or form of piece)

Simple Complex Explicit Implicit Conventional Unconventional Events related in chronological order Events related out

of chronological order (chiefly literary texts) Traits of a common genre or subgenre Traits specific to

a particular discipline (chiefly informational texts) Simple graphics sophisticated graphics Graphics unnecessary or merely supplemental to

understanding the text Graphics essential to understanding the text and may provide information not elsewhere provided

21

Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Text Structure Text Structure

At your tables, complete the structure chart. Be prepared to share with the rest of the

group.

22

Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Language DemandsLanguage Demands

Language Demands: Conventionality and Clarity Literal Figurative or ironic Clear Ambiguous or purposefully misleading Contemporary, familiar Archaic or otherwise unfamiliar Conversational General Academic and domain specific Light vocabulary load: few unfamiliar or academic words

Many words unfamiliar and high academic vocabulary present Sentence structure straightforward Complex and varied

sentence structures Though vocabulary can be measured by quantifiable means,

it is still a feature for careful consideration when selecting texts

Though sentence length is measured by quantifiable means, sentence complexity is still a feature for careful consideration when selecting texts

 23

Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Language DemandsLanguage Demands

At your tables, complete the “language demands” chart. Be prepared to share

with the rest of the group.

24

Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Knowledge DemandsKnowledge Demands

Knowledge Demands: Life Experience (literary texts)

Simple theme Complex or sophisticated themesSingle theme Multiple themesCommon everyday experiences or clearly

fantastical situations Experiences distinctly different from one’s own

Single perspective Multiple perspectivesPerspective(s) like one’s own Perspective(s)

unlike or in opposition to one’s own25

Common Core StandardsCommon Core StandardsQualitative Features of Text ComplexityQualitative Features of Text Complexity

Knowledge Demands: Cultural/Literary Knowledge (chiefly literary texts)

Everyday knowledge and familiarity with genre conventions required Cultural and literary knowledge usefulLow intertextuality (few if any references/allusions to other texts) High intertextuality (many references/allusions to other texts

26

Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Knowledge DemandsKnowledge Demands

At your tables, complete the “knowledge demands” chart. Be prepared to share

with the rest of the group.

27

Common Core StandardsCommon Core StandardsQualitative Features of Text ComplexityQualitative Features of Text Complexity

Levels of Meaning (chiefly literary texts) orpurpose (chiefly informational texts)

Single level of meaning Multiple levels of meaning

Explicitly stated purpose Implicit purpose, may be hidden or obscure

28

Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Levels of Meaning/PurposeLevels of Meaning/Purpose

At your tables, complete the “levels of meaning/purpose” chart.

As a group, discuss the three questions at the bottom of the levels of meaning/purpose

handout. Be prepared to share.

29

Text Complexity: Qualitative MeasuresText Complexity: Qualitative Measures

30

Text Complexity: Text Complexity: Qualitative MeasuresQualitative Measures

The excerpt on “The Evolution of the Grocery Bag” has a Lexile score of 1350L.

Where would this fall as a grade level instructional text?

Where would it fall as a stretch text?

31

Text Complexity: Text Complexity: Qualitative MeasuresQualitative Measures

Together let’s use the text complexity rubric to determine an appropriate placement for “Evolution of the Grocery Bag.”

32

Step 3: Reader and Task

Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text

33

Step 3: Reader and Task Considerations

At this point, you have a Lexile score and a qualitative assessment.

Consider your students, their age, their experiences, their background, etc.

Consider your learning goals and standards.

How may these two factors impact your decision about placement? 34

Evaluate complexity of “Evolution of the Grocery

Bag.”

Based on the quantitative features (Lexile), qualitative analysis, and reader/task considerations, at what grade level would you place this as a stretch text?

Discuss at your table and be prepared to share.

35

Determining Text ComplexityDetermining Text ComplexityA Four-step Process:

QuantitativeQual

itativ

e

Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and task considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

36

Practice with Text ComplexityPractice with Text Complexity

37

• Get into your content area groups.• If you teach a subject other than language arts, science, or social

studies, get with an appropriate group for you.• Read the passage.• Create an account at the Lexile Framework site at www.lexile.com.• Access your document on the Reading Sharepoint site. File path: Leon

County Schools – Site Index – R – Reading – NGCARPD Summer 2012 – Text Complexity.

• If the document is not in Plain Text, convert it.• Save to disk or desktop.• Browse and submit passage.• Determine Lexile.• Look at Lexile chart. Determine IQR Placement and Stretch Text

Placement for your group’s document.• Complete Text Complexity Rubric.• Discuss Reader and Task Considerations.• Determine appropriate placement as a stretch text.• Be prepared to share thoughts on process with the entire group.

Where do we find texts in the appropriate Where do we find texts in the appropriate text complexity band?text complexity band?

Choose an excerpt of text from Appendix B as a starting place:

We could….

or…

Use available resources to determine the text complexity of other materials on our own.

38