The "Reader and the Task": A Second-Grade Teacher's Consideration of Text Complexity With Nonfiction Books

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Abstract

Since the Common Core State Standards are asking for students to read books of increasing complexity as they go through their schooling, in preparation for university level reading. However, in the primary grades, how do teachers understand the third aspect of text complexity: reader and task, in relation to nonfiction texts and their own students? This study follows one second-grade teacher as she problematizes text complexity and teaches her students what it means in selecting nonfiction texts.

Author

• Sara Kersten Parrish, University of Nevada - Reno