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70.021 - Multiple Perspectives on the Complexity of First-Grade Texts Over the Past 50 Years

Mon, April 20, 8:15 to 9:45am, Sheraton, Floor: Ballroom Level, Sheraton V

Session Type: Structured Poster Session

Abstract

The accelerated text levels represented in Standard 10 of the Common Core State Standards (CCSS) are based on the assumption that “K–12 reading texts have actually trended downward in difficulty in the last half century.” (Appendix A, p. 3). Gamson, Lu, and Eckert (2013) have shown that, contrary to this assumption, text difficulty at grades 3 and 6 has risen or stabilized over the last half century. This session considers the difficulty of grade-one texts in 7 editions of a program covering the past 50 years. Six research teams applied distinct text analytic systems independently to the same database of first-grade texts to determine patterns of text difficulty over the past 50 years and those in the CCSS edition.

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