This week, we’ve been writing about text complexity. As we’ve thought deeply about this topic, we realized how confusing text complexity can be. The quantitative piece seems pretty straightforward and easy to understand, but understanding how to reconcile that piece with qualitative and reader and task measures creates a unique challenge to educators. We’ve come to affectionately refer to text complexity as “a beast” and when we imagine it, we see it as this three-legged, fang-bearing monster squinting at us with evil eyes. But this week, we feel like we’ve stared this monster down and worked to tame it. We realize that educators will be at all places on the spectrum of understanding text complexity, and that we will all have to revise our current understandings as new information about text complexity rolls out. For that reason, our favorite this Friday is a post we made in April called Text Complexity 101. If you are trying to understand what the authors of the Common Core mean when they talk about quantitative, qualitative, and reader and task measures, then this post will explain it in a way that will help it make sense. Or, if you want to compare earlier understandings with our later evolutions of thought regarding text complexity, you might examine the April post with this week’s posts.
Friday Favorites: Text Complexity 101
August 24, 2012 By 3 Comments