Examining text complexity in the early grades

Autor:	Jill Fitzgerald, Elfrieda H. Hiebert, Eleanor E. Sanford-Moore, Kimberly Bowen, Heather H. Koons, A. Jackson Stenner, Jeff Elmore
Rok vydání:	2016
Předmět:	Early childhood education business.industry 05 social sciences SIGNAL (programming language) Primary education 050301 education Common core Common core state standards Education Selection (linguistics) Mathematics education 0501 psychology and cognitive sciences Electronic publishing business Psychology 0503 education 050104 developmental & child psychology
Zdroj:	Phi Delta Kappan. 97:60-65
ISSN:	1940-6487 0031-7217
DOI:	10.1177/0031721716647023
Popis:	The Common Core raises the stature of texts to new heights, creating a hubbub. The fuss is especially messy at the early grades, where children are expected to read more complex texts than in the past. But early-grades teachers have been given little actionable guidance about text complexity. The authors recently examined early-grades texts to discover what makes them complex and now report that there is a lot that can help teachers, specifically, young children’s texts are special, a handful of text characteristics can signal text-complexity level, sometimes the interplay of text characteristics modulates text-complexity level, and knowing why a text is complex can facilitate text selection.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::4eaec55c0f19e8205114426a15900953 https://doi.org/10.1177/0031721716647023 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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