This Common Core Standards for
the English Language Arts (CCSS) report provide explicit guidelines matching
grade-level bands (e.g., 2–3, 4–5) with targeted text complexity
levels. In this article, the researchers examine the theoretical and
empirical support for three assumptions that underlie the acceleration of text
complexity in Grades 2–3. Then we identify patterns in American reading achievement
and instruction to illustrate the potential and far-reaching consequences of an
increase in the first step of the CCSS staircase.
· - Text
complexity has decreased over the past 50 years—but at the middle and high
school levels, not in the primary grades.
·
- There's
nothing in the research that supports the connection between 2nd and 3rd grade
text levels and students' future performance in reading texts at the college
and career levels.
·
- Although
the Lexile framework in this staircase is described as an "equal interval
scale," it's really not very equal. The yearly reading growth expected in
grades K–5 averages 163 Lexiles, whereas the average growth in grades 6–12 is
53 Lexiles.
Hiebert,
E. H., & Mesmer, H. A. (2013). Upping the ante of text complexity in the
common core state standards: Examining its potential impact on young readers. Educational Researcher, 42(1), 44-51. https://dx.doi.org/10.3102/0013189X12459802
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