Examining Text Complexity in the Early Grades

Autor/inn/en	Fitzgerald, Jill; Elmore, Jeff; Hiebert, Elfrieda H.; Koons, Heather H.; Bowen, Kimberly; Sanford-Moore, Eleanor E.; Stenner, A. Jackson
Titel	Examining Text Complexity in the Early Grades
Quelle	In: Phi Delta Kappan, 97 (2016) 8, S.60-65 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721716647023
Schlagwörter	Early Childhood Education; Reading Materials; Difficulty Level; Reading Achievement; Elementary Education; Elementary School Teachers; Electronic Publishing; Textbook Content; Reading Instruction; Common Core State Standards + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schwierigkeitsgrad; Leseleistung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elektronisches Publizieren; Lehrbuchtext; Leseunterricht; Common core curriculum; Curriculum; Kerncurriculum
Abstract	The Common Core raises the stature of texts to new heights, creating a hubbub. The fuss is especially messy at the early grades, where children are expected to read more complex texts than in the past. But early-grades teachers have been given little actionable guidance about text complexity. The authors recently examined early-grades texts to discover what makes them complex and now report that there is a lot that can help teachers, specifically, young children's texts are special, a handful of text characteristics can signal text-complexity level, sometimes the interplay of text characteristics modulates text-complexity level, and knowing why a text is complex can facilitate text selection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01