Evaluating Text Complexity
Learning A-Z supports teachers with choosing high-quality, appropriately complex texts for their students, utilizing the Three-Part Model of Text Complexity introduced in the Common Core State Standards. This model includes consideration of quantitative measures, qualitative measures, and reader and task.
Model of Text Complexity
Quantitative Measures
Quantitative measures are aspects of a text such as sentence length, word length, word frequency, and repetition that are best measured by computer software. Learning A-Z utilizes the Lexile Framework for Reading, developed by MetaMetrics, Inc., for quantitative measurement of texts in English and Spanish. The Metametrics Text Ranges for College and Career Readiness inform grade-level placement of each text.
Teachers can easily filter books by Lexile Measures on the Books by Grade/Level page. The Lexile Measure for each book is clearly displayed near the title.
Qualitative Measures
Qualitative measures are text attributes that are best evaluated by a human reader. These include factors such as the author's purpose, the levels of meaning, structure of the text, language conventions, language clarity, knowledge demands, and the complexity and importance of visual devices.
At Learning A-Z, multiple trained subject matter experts apply their professional judgment to evaluate the complexity of each text in the following qualitative categories:
- Predictability of text
- Text structure and organization
- Logical nature of organization
- Text and feature distractions
- Labeling and reader supports
- Visual support
- Infographics
- Complexity
- Text reliance on
- Knowledge demands
- Concept load
- Familiarity of topic (common everyday vs. unfamiliar)
- Single vs. multi-themed
- Intertextual dependence
The qualitative measure is represented as a Learning A-Z Level, aa–Z2, and provides insights about the complexity of a text within a particular grade or grade band.
Reader and Task Considerations
Consideration of the reader and the reading task is the final component of text complexity. Each reader brings different skills, background, and motivation to the act of reading. For example, a student who is interested in the topic of a particular book is likely to bring more background knowledge to the reading task and to be motivated to learn more about the subject.
Reader and task considerations are something teachers must evaluate for themselves. No leveling system can encompass these considerations because they depend upon the circumstances of each student in relation to each particular book at the time of reading.
Using the combination of quantitative and qualitative measures provided for Learning A-Z texts, teachers can make informed decisions about which texts are best for the reader and task.