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Stepping onto the Staircase: Needs, Nuances, and New Perspectives on Text Complexity for Young Readers
Fri, December 2, 1:15 to 2:45pm, Omni Nashville, Floor: Level 3, Mockingbird 3Session Submission Type: Symposium
Abstract
The Common Core State Standards have raised important questions about what children should read in school and when, especially for elementary educators. This symposium addresses key questions about text complexity in the early grades in both theory and practice. Two presentations address the best methods to measure text complexity for young readers and two presentations describe instructional programs and materials that can support beginning readers in at-risk populations as they tackle complex texts.
Content Area
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Discussant
Individual Presentations
One Size Fits All? Differentiating Text Difficulty Prediction by Developmental Level - Heidi Mesmer, Virginia Tech; James Cunningham, University of North Carolina, Chapel Hill; Freddy Hiebert, Text Project
Beyond Readability: Word, Sentence, and Discourse Measures of Text Complexity Associated with Reading Rate in Second Grade - Laura Tortorelli, Michigan State University
A Simplified Text Program for the Early Primary Years - Sharon Walpole, University of Delaware; Michael McKenna, University of Virginia; Adrian Pasquarella, University of Delaware
Examining Deaf Children’s Engagement with Multimedia Texts Varying in Word Length, ASL Sign Complexity, and Word Familiarity - Annie M. Moses, John Carroll University; Debbie B. Golos, University of Minnesota