Text Complexity: Scaffolding for Reading Fiction
Franki Sibberson, Karen Szymusiak · 2023
The Common Core State Standards approach text complexity as a three-part model for determining how easy or difficult a particular text is to read. According to the CCSS, text complexity consists of three equally important parts: qualitative dimensions of text complexity; quantitative dimensions of text complexity; and reader and task considerations. Read-aloud is an important part of our work in scaffolding students and moving them from what they are reading independently to more complex books. Starting conversations with wordless picture books levels the playing field in our classrooms. Rereading is a key strategy that readers need to have so that they can read more complex texts. Theme is often a difficult concept for readers, and as books become more complex, recognizing the theme of a book becomes more difficult. Many students have found that using sticky notes for different reasons supports their understanding. They may design elaborate, color-coded patterns of notes, with each color used for a different purpose.