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Text Complexity: Raising Rigor in Reading 60389th Edition

by Nancy Frey (Author), Douglas Fisher (Author), Diane Lapp (Author)

4.3 65 ratings

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Selecting appropriate reading material for students is hard. For decades, teachers have known that quality instruction requires a careful matching of materials to students. The goal is to select materials that are neither too difficult nor too easy for students--a phenomenon sometimes called the Goldilocks Rule. To ensure that students learn to read increasingly complex texts, teachers have to understand what makes a text hard. The introduction of the Common Core State Standards has also placed a spotlight on text complexity. This book focuses on the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. It also examines how close readings of complex texts scaffold students understanding and allow them to develop the skills necessary to read like a detective.

The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.

Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better.

Some of the many areas we publish in include:

-Comprehension
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And Policy

ISBN-10

0872074781
ISBN-13

978-0872074781
Edition

60389th
Publisher

International Reading Association
Publication date

2012
April 11
Language

EN
English
Dimensions

7.5 x 0.5 x 9.5
inches
Length

212
Pages
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Editorial Reviews

Review

''Close'' reading of this text will reward educators with the most insightful, information-rich, and practical foundation and perspective on text complexity available to date. In the context of the Common Core State Standards for English/Language Arts, the authors provide (1) a masterful synthesis of traditional and more contemporary research exploring those factors in the text, the context, and the reader that contribute to the complexity of any text; and (2) substantive, practical instructional applications that will lead to the types of deep and consequential student engagements with texts for which educators have always strived. --Shane Templeton, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno

Product details

Publisher ‏ : ‎ International Reading Association; 60389th edition (April 11, 2012)
Language ‏ : ‎ English
Paperback ‏ : ‎ 212 pages
ISBN-10 ‏ : ‎ 0872074781
ISBN-13 ‏ : ‎ 978-0872074781
Item Weight ‏ : ‎ 9 ounces
Dimensions ‏ : ‎ 7.5 x 0.5 x 9.5 inches

Best Sellers Rank: #1,125,864 in Books (See Top 100 in Books)
- #1,516 in Reading & Phonics Teaching Materials
- #4,537 in Professional
- #4,694 in Education (Books)

Customer Reviews:
4.3 65 ratings

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About the authors

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Douglas Fisher
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I am a Professor of Educational Leadership at San Diego State University (www.sdsu.edu) and a teacher-leader at Health Sciences High & Middle College. (www.hshsmc.org). I focus my work on improving students' learning and impacting professional learning communities. I write to clarify my own thinking and to share what I have learned from my experiences with teachers and educators around the world.
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Nancy Frey
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I am a professor of literacy in Educational Leadership at San Diego State University. I believe it's critical to be a deeply embedded in the life of a school, so I am also a teacher-leader at Health Sciences High and Middle College in San Diego. I get to learn every day from amazing teachers, administrators, students, and families!
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Lapp Dr. Diane
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I have been an elementary, middle school, and high school teacher because I love working with students of all ages. In addition to being a Distinguished Professor of Education in the department of Teacher Education at San Diego State University (http://edweb.sdsu.edu/people/DLapp/DLapp.html), I am also an instructional coach at Health Science Middle and High Schools in San Diego. My career has been focused primarily on working with struggling readers, writers, and speakers who live in economically deprived urban settings, their families, and their teachers. My many publications address issues related to the literacy development of students through the sharing of classroom- tested practices that support purposeful, rigorous instruction.
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4.3 out of 5

65 global ratings

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Jennifer

Great intro book to text complexity

Reviewed in the United States on March 12, 2016

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I bought this for a graduate course in literacy education and assessment.

This book does a great job explaining complex concepts in an easy to read format. When they talked about all the different measures to measure text readability I didn't have to reread the text to understand their explanations. Also this text has a many meaningful charts and graphics that add to the text. So after reading the chapter on measures of text readability there was a chart at the end of the chapter to summarize each measure.

This is a book I'd definitely keep after the class is over.

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Darla S. Shannon

Well Organized and Practical for Teachers of Reading

Reviewed in the United States on June 25, 2014

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I teach developmental reading and writing at a local community college. This book has many practical ideas and concepts that will be helpful to me and my students. Choosing a book to fit a student is always a challenge. There are good descriptions of what to look for in complex text to match it to a student's need. There are also many charts and graphs that summarize and clarify large segments of information. It would be a good in-service text for teacher workshops, especially for English teachers who have not taught reading in a while.

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William H. DuBay

Easy to read and comprehensive

Reviewed in the United States on January 7, 2017

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Text Complexity: Raising Rigor in Reading by Douglas Fisher, Nancy Frey, and Diane Lapp is a well-researched book that emphasizes the need to provide students with texts of enough difficulty to stimulate real learning.
In the Forward, Thomas Gunning says:
“Perhaps one of the mistakes in the past efforts to improve reading achievement has been the removal of struggle. As a profession, we might have made reading tasks too easy.”
The Common Core Standards adopted by many states require the reading skills needed for both college and jobs. This book will help teachers “who aren't sure what qualifies as complex text” to select those texts needed to meet those standards.

This book follows up on the works of John Bormuth (1969), Lev Vigotsky (1978), and Chall and Conard, "Should Textbooks Challenge Students? The Case for Easier or Harder Textbooks" (1991).

They all wrote that optimum difficulty should be a little above the students’ actual level of development and not below. Called assisted or guided reading, it should always include input from teachers or peers and include “scaffolding” such as before-and-after discussions, clues, and questions that stimulate and support comprehension.

The authors describe two methods needed to assess text complexity, quantitative and qualitative.

The chapter on quantitative methods discusses the history and use of the readability formulas. Most of the popular ones use the length of words and sentences to provide a complexity score.

While the authors admit the well-known limitations of the readability formulas, they admit there is a “good foundation for their use.” While the formulas provide no information on qualitative features of text such as tone, purpose, organization, or content, they do assess the “surface features” of text that affect the reader's initial contact.

But once a readability formula has provided a numeric “ballpark score,” the hard work of qualitative assessment begins. The third chapter discusses considerate texts, meaning and purpose, structure, clarity, language usage, and knowledge demands.

The fourth chapter takes up the problem of matching the complexity of the text with the reader’s level of reading skill, prior knowledge, expectations, and motivation.

The last chapter describes in detail the process of close reading and the levels of understanding a reader should experience in reading a complex text.

While the authors provide teachers with practical instructions and examples, they admit qualitative assessment is quite complex and "a lot to keep in mind." But they urge teachers to shoulder the task and provide individual readers with the assistance they need to comprehend complex texts.

Reading is always an interactive activity between the text and the reader.

One wishes, however, that the practical suggestions were aimed at different levels of reading ability. How, for example, does a teacher assess the prior knowledge or motivation of a 7th-grade reader?

And, as a practical measure, how is the teacher to organize these assessment efforts and assist all the students of a class?

They insist that the teacher's direct involvement with the reader is needed for optimal learning.

As the authors state:
“When reading any passage, a student builds meaning in collaboration with the author. Until that occurs, an assessment of a text’s complexity is not yet fully realized. The reader is the key ingredient to this formula.”

2 people found this helpful

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C. Flores

Excellent book! Very simple and thorough at the same time. A must-read!

Reviewed in the United States on June 22, 2013

Verified Purchase

This is a short and concise book. It tells in a friendly way how teachers must unfold texts to reach complexity. It's not about giving hard readings to the students, but providing scaffold on books or passages the readers struggle with through the analysis of language structures. Any teacher who wants to adhere to the Common Core Standards for Reading and Language Arts should read this book. Just then, he or she will be teaching real reading.

4 people found this helpful

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Amazon Customer

Great teaching guide

Reviewed in the United States on February 5, 2016

Verified Purchase

Came quickly and in great condition. If you haven't read a Nancy Frey book I strongly recommend it for any teacher who deals with literacy. We created a special education reading circle based on the book and used some of the strategies! It poses some interesting questions but also helps solves the problems that teachers run into everyday.

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sadiejane

Excellent tie to new common core standards

Reviewed in the United States on January 28, 2013

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This book ties the long-established field of literacy research to the new buzz word, close reading. The authors do a good job of explaining the intent of the new common core standards and the tie to literacy research.

5 people found this helpful

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M Adler

Deep thinking required

Reviewed in the United States on March 20, 2013

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I thought about requiring this for my pre-service teachers in our education program, but it was a bit heavy for them. Although a short book, it's written more for the practicing teacher than the learner. That said, I loved it for me! I have a fondness for Frey and Fisher and buy a lot of their books. Research-based but not too talky, they give the facts and material to reflect upon. Like most of their books, I tend to have to leave them and then come back to them later to fully absorb them. This one is no different. With the CCSS, this is an excellent companion book for understanding text complexity and how it might look in the classroom.

5 people found this helpful

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Lindsay Williams

Excellent resource for teachers

Reviewed in the United States on September 22, 2012

Verified Purchase

Fisher, Frey and Lapp are an amazing trio of researchers. In past books and research articles, they have demonstrated the ability to investigate difficult educational problems and provide practical, research-based solutions for teachers. This latest book is no exception. In "Text Complexity", they make the crucial point that rather than giving students simpler texts to read, they should be taught explicitly how to negotiate more challenging ones. My only quibble is one I have with all their work: if only they had some knowledge of the educational work done by the Sydney School of Systemic Functional Linguistics in Australia. It would add another layer to their work and turn good ideas into great ones.

One person found this helpful

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