Discussion post 300 words

Choose a short text and use multiple methods to determine its readability and complexity. Compare the results and identify the factors that might make it difficult for your students. Support your decision to use this text and identify what support should be provided to help your students be successful. Use the module, the text, and scholarly sources to support your ideas.

Quantitative Features- Determining Readability

Readability is the ease with which a reader can understand a written text. The readability of text depends on its content (the complexity of its vocabulary and syntax) and its presentation (such as typographic aspects like font size, line height, and line length). Researchers have used various factors to measure readability, such as

Speed of perception

Perceptibility at a distance

Perceptibility in peripheral vision

• Visibility
• Reflex blink technique
• Rate of work (reading speed)
• Eye movements
• Fatigue in reading
• Readability Calculations
• Frey, SMOG, FOG, and Flesh-Kincade are all methods for calculating readability.
• Each of these can be calculated online. Copy and paste 100-200 words of the passage into the calculator and it will calculate the level.

These can be found at http://www.readabilityformulas.com/search/pages/Free_Readability_Calculators/

Lexiles

Lexiles are another to measure the quantitative features of a text.

Text Complexity Analyzer

I have included an example below of a tool that can be used to determine text complexity. The tool is customized by grade level band and can be accessed at http://achievethecore.org/page/2725/text-complexity

To use the tool you place an X on the continuum for each of the qualitative characteristics based upon the particular text. This will help you determine exactly where your students will need additional support as well as determine the complexity of the passage.

Rigor and Relevance

Bloom started the conversation about levels of thinking, by identifying six levels which the Rigor and Relevance Framework refers to as Thinking Continuum. This continuum begins at the lowest level of acquisition of knowledge to builds to the assimilation of knowledge. 

The Rigor and Relevance Framework builds on the six levels of the knowledge continuum. Then it combines this with a second continuum created by Daggett, the Application Model, which describes how the knowledge is used. The knowledge could be used in one discipline, it could be applied in one discipline, applied across disciplines, applied in real-world predictable situations, or applied in real-world unpredictable situations.

Combining these two continua by putting knowledge on the Y-axis and application on the X-axis results in the Rigor and Relevance Framework below.

The Rigor/Relevance Framework is composed of four quadrants. 

Quadrant A refers to simple recall and a basic understanding of knowledge. Examples of Quadrant A knowledge are knowing that the world is round and that Shakespeare wrote Hamlet. 

Quadrant C encompasses higher levels of knowledge, such as knowing how the U.S. political system works and analyzing the benefits and challenges of the cultural diversity of this nation versus other nations. 

Quadrants B and D represent actions or high degrees of application. Quadrant B would include knowing how to use math skills to make purchases and count change. The ability to access information in wide-area network systems and the ability to gather knowledge from a variety of sources to solve a complex problem in the workplace are types of Quadrant D knowledge.

More information is available at http://www.leadered.com/our-philosophy/rigor-relevance-framework.php

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