Text Complexity: Raising Rigor in Reading

Diane Lapp, Douglas Fisher, Nancy Frey

ISBN 10: 0872074781 / ISBN 13: 9780872074781

Published by International Reading Associatio, 2012

About this Item

Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!

Seller Inventory # S_441791023

Bibliographic Details

• Title: Text Complexity: Raising Rigor in Reading
• Publisher: International Reading Associatio
• Publication Date: 2012
• Language: English
• ISBN 10: 0872074781
• ISBN 13: 9780872074781
• Binding: Paperback
• Edition: 3rd Edition
• Condition: Very Good

About this title

Synopsis

The Common Core State Standards place an emphasis on teaching students to read and understand increasingly complex texts. That teaching requires more than just assigning students hard books and hoping they get better at reading. Teaching starts with a deep understanding about what makes text complex. In this book, you'll learn about the quantitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. The book focuses on instruction and assessment of complex texts through close readings and extensive discussions. With this understanding, lessons can be developed that ensure students are prepared for the wide range of reading and writing they will do for the rest of their lives.

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