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Closely related to an emphasis on informational texts is “steadily increasing text complexity” (NGA & CCSSO, 2010b, p. 2). This has received considerable attention as educators figure out how to apply a three-part model for determining how complex a reading really is. In addition, school teams in the United States are working to design methods for accessing complex texts among students who struggle to read, English learners, and students with special needs. The CCSS ELA define text complexity as “the inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty that pairs qualitative [factors] and quantitative measures with reader-task considerations” (NGA & CCSSO, 2010b, p. 43). In other words, it is multidimensional, with attention given to (1) quantitative measures, such as readability formulae; (2) qualitative factors, such as complexity of ideas, organization, and cohesion; and (3) reader and task considerations, such as motivation and task difficulty.
The issue of text complexity raises the case for backward planning, with the outcome being that graduating high school students are sufficiently prepared to tackle the kinds of texts they will encounter as they enter college and careers. The need for a sense of urgency cannot be understated, as our students have only a precious few years to dramatically increase their capacity to understand complex texts.
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