There has been quite a bit published recently on the Common Core State Standards and what they will mean for teachers in the classroom. In this recent video, Tim Shanahan argues that it’s not what students are being asked to do with a text that presents the difficulty, but the complexity level of the text itself. As Shanahan and others have argued:
So why is the common core making such a big deal out of having kids read hard text? One of the most persuasive pieces of evidence they considered was a report, Reading: Between the Lines, published by American College Testing (ACT; 2006)…In Reading: Between the Lines, ACT demonstrates that student performance cannot be differentiated in any meaningful way by question type. Students do not perform differently if they are answering literal recall items or inferential items (or other question types like main idea or vocabulary, either). Test performance, according to ACT, is driven by text rather than questions. Thus, if students are asked to read a hard passage, they may only answer a few questions correctly, no matter what types of questions they may be. On the other hand, with an easy enough text, students may answer almost any questions right, again with no differences by question type.
And here’s ELA standards writer, Sue Pimentel, providing some historical context on why change was needed in ELA and what she considers the key shifts in the ELA standards. Of particular interest, is the shift in text complexity. Students will now be expected to read increasingly sophisticated levels of complex text in order to graduate prepared for college and career materials.
Both videos are worth checking out and provide a succinct explanation on the importance of text complexity in the common core state standards.