Examining Complexity of Text

2. Explain the data collected during on your intermediate literacy learner that might affect the text selection and why.

3. Include information related to the multiple identity information from Week 1’s Learning Resources and Student Literacy Profile that will connect the text to your literacy learner.

4. Analyze the differences between your current text-selection process and the text-complexity criteria presented in this week’s Learning Resources or other references.

Use the Learning Resources and your own research to support your explanations.

Helpful Learning Resources:

Hiebert, E. H. (2013). Supporting students’ movement up the staircase of text complexity. The Reading Teacher, 66(6), 459–468.

Shanahan, T., Fisher, D., & Frey, N. (2012). The challenge of challenging text. Educational Leadership, 69(6), 58–62. 

Henk, W. A., & Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470–482.

Laureate Education, Inc. (Producer). (2014f). Conversations with Ray Reutzel: The digital literacy learner [Audio file]. Baltimore, MD: Author

Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66(3), 179–188.

Reutzel, D. R., & Cooter, R. B., Jr. (2011). Strategies for reading assessment and instruction: Helping every child succeed (4th ed.). Boston, MA: Pearson.

Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013). Assessing motivation to read: The motivation to read profile—revised. The Reading Teacher, 67(4), 273–282.