WHAT RESEARCH SAYS ABOUT TEXT COMPLEXITY AND LEARNING TO READ

被引：26

作者：

Allington, Richard L. ^{[1
,2
]}

McCuiston, Kimberly ^{[3
]}

Billen, Monica ^{[3
]}

机构：

[1] Univ Tennessee, Literacy Studies, Knoxville, TN 37996 USA

[2] Int Reading Assoc, Newark, DE USA

[3] Univ Tennessee, Concentrat Literacy Studies, Teacher Educ, Knoxville, TN USA

来源：

READING TEACHER | 2015年 / 68卷 / 07期

关键词：

Text features; text structure; Text types; text features; Accuracy; Selection criteria; Standards; Evidence-based; Instructional models; Instructional intervention; CORE STATE STANDARDS; ACHIEVEMENT; DIFFICULTY; STUDENTS;

D O I：

10.1002/trtr.1280

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The CCSS framework indicates more difficult texts are to be used with students. However, the rationale for increasing text difficulty, decreasing text difficulty, is unsupported by the research that shows texts have been increasing in difficulty for at least 50 years. Oral reading accuracy is a traditional method of estimating text difficulty. For 70 years oral reading accuracy of at least 95% accuracy has been the accepted standard. The research available suggest that this traditional level of accuracy is supported by the evidence as optimal for developing reading proficiency.

引用

页码：491 / 501

页数：11

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