Text Complexity with Carol Jago
Houghton Mifflin Harcourt
Text complexity is something all teachers struggle with when selecting reading for their class. They can look at lexile levels, but that doesn’t always represent that text complexity or deeper meaning of the text.
Consultant Carol Jago discusses the considerations for navigating text complexity in this excerpt from one of a series of on-demand, point-of-use professional development podcasts available in Journeys Common Core, Grades K-6, Collections, Grades 6-12, and HMH Professional Development Services courses.
What does the Lexile® measure mean?https://cdn.lexile.com/m/uploads/downloadablepdfs/WhatDoestheLexileMeasureMean.pdf
There are two Lexile measures:
the Lexile reader measure and the Lexile text measure.
A Lexile measure is based on two strong predictors of how difficult a text is to comprehend:
word frequency and sentence length.
Many other factors affect the relationship between a reader and a book, including its content, the age and interests of the reader, and the design of the actual book.
related:The Tale of Peter Rabbit
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by Carolyn A. Denton, >=2007
Sound it out
Students Have ‘Dismaying’ Inability To Tell Fake News From Real, Study Finds
November 23, 2016
“Many assume that because young people are fluent in social media they are equally savvy about what they find there,” the researchers wrote. “Our work shows the opposite.”
Most students could identify the traditional ad, but more than 80 percent of them believed that the “sponsored content” article was a real news story.
…young people tended to credulously accept information as presented even without supporting evidence or citations.
Activity and Imagined Activity Can Enhance Young Children’s Reading Comprehension
Arthur M. Glenberg, et al.
Journal of Educational Psychology 96 (2004): 424–36.
This study describes an experiment in which young children read a passage and manipulate plastic figures so that they can portray the actions and relationships in the passage. By manipulating the figures, the children get a structured, embodied experience with a clear goal (portray the action in the text). After some practice doing this, the children were asked to simply imagine manipulating the figures. This is a request to engage in simulation in their heads. As a posttest, the children read a final passage without any prompting.
Children who completed the sequence of embodied experience then simulation were better at remembering and drawing inferences about the new passage, as compared to children who received no training. They were better as well, compared to children who were instructed to only imagine the passage.
And, most interestingly, they were better compared to children who manipulated the figures without the intermediate instructions to imagine manipulating.
Encouraging simulation through the initial use of physical enactment helped the children learn a new reading comprehension strategy, namely a strategy whereby they called on their experiences in the world to build simulations for understanding a text in specific ways.
Gee, James Paul. “Learning and Games.”
The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 21–40.