Heidi Anne E. Mesmer, Ph D Virginia Tech
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1 Heidi Anne E. Mesmer, Ph D Virginia Tech
2 2 HA Mesmer What goes into the match?
3 3 HA Mesmer the inherent difficulty of reading and comprehending a text combined with the considerations of reader and task variables (CCSS-ELA, 2010, p.43).
4 Elements best measured by humans (Leveling) Readability Formulas (Best measured by computers 4 HA Mesmer What readers bring What we ask them to do
5 All of the major educational publishing entities are on board. 5 HA Mesmer Source: Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity
6 New (Common Core State Standards) & Old (Metametrics) Hiebert, E. H. & Mesmer H.A. (2013). Upping the Ante of Text Complexity in the Common Core State Standards: Examining its Potential Impact on Young Readers. Educational Researcher, 42 (1) HA Mesmer
7 Text Complexity = Text Features For example Length of sentences Difficulty of words Number of complex sentences. Number of prepositional phrases. Number of syllables per word 7 HA Mesmer
8 Connecting the features of texts (text complexity) to READERS performance. Text Features Reader s Ability to comprehend texts with those features 8 HA Mesmer Mesmer, H., Cunningham, J. W., Hiebert, E. H. (2012). Toward a theoretical model of text complexity for the early grades: Learning from the past, anticipating the future. Reading Research Quarterly,47 (3),
9 9 HA Mesmer
10 10 HA Mesmer Is the text one for which the student can identify the words and comprehend the text?
11 Reading Level Units (Lexiles, Grade Levels) Text Difficulty Units (Lexiles, Grade Levels) 11 HA Mesmer Avoid Conversions
12 12 HA Mesmer Students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy, fluent reading within them, both of which the Standards allow for... Students deeply interested in a given topic, for example, may engage with texts on that subject across a range of complexity. Particular tasks may also require students to read harder texts than they would normally be required to. (Appendix A, page 9)
13 Not well defined in the literature. It is usually considered a level that surpasses the usual standards for reader-text matching. Research is mixed. 13 HA Mesmer
14 Read the material aloud (Stahl, 2013) Question the typical Independent, Instructional, and Frustrational levels (Halladay, 2012) Students may not need the high levels of accuracy that we typically thought (May be able to go down as low as 85) Silent reading behaviors and oral reading behaviors may not be as related as we thought. 14 HA Mesmer
15 Stretch texts 76L above level Mean Comprehension= 61% On/Above = 64% Below = 59% Difficult texts 200L above level Mean Comprehension= 49% On/Above = 53 % Below = 47% 200L is TOO HIGH May be able to go a little over ½ Grade Level above or 75L 15 HA Mesmer
16 16 HA Mesmer Literary Non Fiction
17 1 st Grade Words Increase of 3750 words 4th Grade 2000 Words Average Change in length Afflerbach, et al HA Mesmer
18 61% proficient Calif. State Test Words 23% proficient NAEP Words Hiebert & Calfee, HA Mesmer
19 Especially for below level readers! 70 Comprehension % Below At/Above All Below At/Above All Below At/Above All Below At/Above All Below At/Above All Below At/Above All 19 HA Mesmer 400L/200wds- Helpful People 400L/1000wds- Schools 600L/200w- Budgets 600L/1000w- Money 800L/200w- Natural Resources 800L/1000W- Oil
20 20 HA Mesmer
21 Deeply develop content across grades 21 HA Mesmer Human Body-Exemplar Texts with Increasing Difficulty
22 -5 Senses K -Taking care of the body hygiene, diet, exercise 1 -Intro to the systems of the human body -Taking care of the body-germs & disease 2 -Muscular, skeletal, and nervous systems -Digestive systems -Taking care of the body nutrition. 22 HA Mesmer
23 23 HA Mesmer
24 Materials provide opportunities for students to build knowledge through close reading of specific texts. Close reading and gathering knowledge from specific texts should be at the heart of classroom activities and not be consigned to the margins when completing assignments. Reading strategies should work in the service of reading comprehension (rather than an end unto themselves) and assist students in building knowledge and insight from specific texts. 24 HA Mesmer
25 25 HA Mesmer A significant percentage of tasks and questions are text dependent. The standards strongly focus on students gathering evidence, knowledge, and insight from what they read and therefore require that a majority of the questions and tasks that students ask and respond to be based on the text under consideration.
26 High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact. Questions and tasks require the use of textual evidence, including supporting valid inferences from the text. Instructional design cultivates student interest and engagement in reading rich texts carefully. 26 HA Mesmer
27 27 HA Mesmer
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