Toward a Theoretical Model of Text Complexity for the Early Grades: Learning from the Past, Anticipating the Future

Autor/inn/en	Mesmer, Heidi Anne; Cunningham, James W.; Hiebert, Elfrieda H.
Titel	Toward a Theoretical Model of Text Complexity for the Early Grades: Learning from the Past, Anticipating the Future
Quelle	In: Reading Research Quarterly, 47 (2012) 3, S.235-258 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Primary Education; Reader Text Relationship; Difficulty Level; Familiarity; Models; Emergent Literacy; Semantics; Evidence; Reading Comprehension; Syntax; English Language Learners; Connected Discourse; Reading Research + Suchen Sie Ihr Suchwort? Primarbereich; Schwierigkeitsgrad; Analogiemodell; Frühleseunterricht; Semantik; Evidenz; Leseverstehen; Leseforschung
Abstract	In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word-level, syntax-level, and discourse-level features of text, posing questions for future research. In the fourth section, we address elements of text treatments--the collection of texts with which beginning readers will interact longitudinally over the course of their early literacy development. This conceptual essay produces a unified treatment of the complexities of early grade text through the introduction of a theoretical framework, assimilating the extant research into a theory of early grade text and delineating a theoretical and empirical strategy for transforming the framework into a mature model. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10