D1, Section 8: Text Complexity

• Measuring Guidelines: the following are 3 criteria and dimensions text complexity are based on

  1. Qualitative Dimensions
  2. Quantitative Dimensions
  3. Reader and Task Considerations
• Qualitative Dimensions:

  Aspects of text complexity that require an "attentive human reader" for...

  Aspect 1: Levels of Meaning

  • refers to something that's very literal and easy to understand; multiple levels of meanings; something abstract or figurative

  Aspect 2: Levels of Purpose

  • simple level: writings w/ purpose that's explicitly stated
  • complex level: purpose is implied for reader
• Qualitative Dimensions:

  Aspect 3: Language Conventionality

  • language conventionality = when text is conventional, the meaning of its words are same for everyone
  • Simple level = text a reader is familiar with, colloquial (or informal speech)
  • Complex level = usage of lang. that has changed over time
• 
  

  Qualitative Dimensions:

  Aspect 4: Knowledge Demands

  • knowledge demands/"funds of knowledge" consist of background, cultural, and prior knowledge

  1. Background know. - knowledge about typical, everyday things; easy to relate to
  2. Prior know. - knowledge that either requires little to a lot of educational background
  3. Cultural knowledge:

  • simple level - knowledge gained from modern day experiences
  • complex level - knowledge centered around different time periods, cultural aspects, and social expectations
• Quantitative Dimensions: can be evaluated by computer for its word/sentence length, frequency, text cohesion...

  
  

  1. Flesch-Kincaid Grade Level: a formula that measures word and sentence length

  • longer a word is = more complex the word
  • more complex > higher grade level

  2. Dale-Chall Readability Formula: a formula that measures word frequency of less familiar words

  • greater frequency of less familiar words = harder piece of reading
• Quantitative Dimensions (Continued):

  3. Lexile Framework for Reading: measures readers based on student performance

  Note: not all longer words = more complex to understand because some words have double meanings, like innuendos

  Note: quantitative and qualitative measures are BOTH essential for text complexity
• Reader and Task Considerations:

  1. are variables specific to the readers and to grade appropriate tasks

  • variables include: their background knowledge, motivation, interests

  2. best made by teachers based on their knowledge of students

  • teachers should base lectures on students' current level of understanding, not beyond; "tasks... build upon and expand on content standards for each grade level band.."