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Supporting Students’ Movement Up the Staircase of Text Complexity
Author(s) -
Hiebert Elfrieda H.
Publication year - 2013
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1149
Subject(s) - reading (process) , task (project management) , triad (sociology) , process (computing) , mathematics education , core (optical fiber) , index (typography) , computer science , psychology , pedagogy , linguistics , world wide web , management , telecommunications , philosophy , psychoanalysis , economics , operating system
Standard 10 of the Common Core State Standards attends to students’ capacity with complex text. This standard distinguishes the Common Core State Standards from previous standards documents. This article describes a process—the Text Complexity Multi‐Index (TCMI)—that supports teachers in studying texts to support their students in increasing capacity with complex text. The TCMI addresses the three prongs of the text complexity triad identified by the CCSS: quantitative, qualitative, and reader‐task. As teachers apply steps of the TCMI process, they become increasingly knowledgeable about the features of texts that can create challenges for students and those that provide the content of lessons that support students in reading increasingly more complex texts across their school careers.