One of the key requirements of the Common Core State Standards (CCSS) for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. The first part of this section makes a research-based case for why the complexity of what students read matters. The second part of this section addresses how text complexity can be measured and made a regular part of instruction.
As a result of new research on the quantitative dimensions of text complexity published since the standards’ release, a supplement to Appendix A of the Common Core Standards has been developed by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA). This research expands upon the three-part text complexity model outlined in Appendix A of the CCSS in ELA/Literacy that blends quantitative and qualitative measures of text complexity with reader and task considerations. This supplement:
- includes an updated chart of text complexity grade bands and associated ranges for six quantitative text complexity measures; and
- presents new field-tested tools for helping educators assess the qualitative features of text complexity.
As the new Common Core State Assessments and P-12 Curriculum Modules are developed, the NYSED will use this new text complexity band research to inform the work.