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Fb2 Text Complexity: Raising Rigor in Reading ePub

by Nancy Frey,Douglas Fisher,Diane Lapp

Category: Schools and Teaching
Subcategory: Teaching and Education
Author: Nancy Frey,Douglas Fisher,Diane Lapp
ISBN: 0872074781
ISBN13: 978-0872074781
Language: English
Publisher: International Reading Association; 60389th edition (April 11, 2012)
Pages: 212
Fb2 eBook: 1188 kb
ePub eBook: 1727 kb
Digital formats: lit rtf mbr docx

by Nancy Frey, Diane Lapp, Douglas Fisher. More by Douglas Fisher.

by Nancy Frey, Diane Lapp, Douglas Fisher. Select Format: Paperback. Wilhelm Jeffrey, Douglas Fisher. My Florida i Science Notebook Course 1. Douglas Fisher.

Will this text tax the reader’s working memory? Will this text require specialized supports (. Does the reader have opportunities to collaborate with others before and after the reading? Is the text being used to connect to larger themes or concepts? Will this text allow the reader to meet a goal that he or she has set?

by Nancy Frey (Author), Douglas Fisher (Author), Diane Lapp (Author) & 0 more. The last chapter describes in detail the process of close reading and the levels of understanding a reader should experience in reading a complex text.

by Nancy Frey (Author), Douglas Fisher (Author), Diane Lapp (Author) & 0 more. ISBN-13: 978-0872074781. While the authors provide teachers with practical instructions and examples, they admit qualitative assessment is quite complex and "a lot to keep in mind.

Great book for increasing rigor in our public schools. Text Complexity: Raising Rigor in Reading.

is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Great book for increasing rigor in our public schools. The book arrived in a timely manner in better condition than was expected.

Douglas Fisher, Nancy Frey. In this book, Fisher, Frey and Lapp argue that teachers should teach complex texts to students of varying reading levels but should provide pathways to engage with the different aspects of complexity that may confront a student when reading a text.

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by Douglas Fisher, Nancy Frey and Diane Lapp. This book focuses on the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. It also examines how close readings of complex texts scaffold students understanding and allow them to develop the skills necessary to read like a detective. Fisher, . Frey, . & Lapp, D. (2012). Newark, DE: International Reading Association.

Douglas Fisher, P. He has published numerous articles on improving student achievement as well as books, such as Text-Complexity: Raising Rigor in Reading (with Nancy Frey and Diane Lapp), Checking for Understanding (with Nancy Frey) and Common Core.

Nancy Frey and Douglas Fisher, th.

Nancy Frey and Douglas Fisher, the. program will give you a unique opportunity to learn about the state of. education in this developing country in the heart of the Middle East. He has published numerous articles and books on improving student achievement, such as Text-Complexity: Raising Rigor in Reading (with Nancy Frey and Diane Lapp), Checking for Understanding (with Nancy Frey) and Visible Learning for Literacy (with Nancy Frey).

Book theme: Reading & Phonics. Author: Douglas Fisher & Nancy Frey & Diane K Lapp. Readers will explore text complexity and all its various parts: quantitative measures, qualitative values of literary texts, and qualitative aspects of informational texts. Street Date: March 7, 2016. While reading the first four chapters, I was reminded of our responsibilities for designing and planning instruction. In Chapters 5-9, teachers will find a wide range of tasks designed to help students read complex texts with competence and confidence.

Selecting appropriate reading material for students is hard. For decades, teachers have known that quality instruction requires a careful matching of materials to students. The goal is to select materials that are neither too difficult nor too easy for students--a phenomenon sometimes called the Goldilocks Rule. To ensure that students learn to read increasingly complex texts, teachers have to understand what makes a text hard. The introduction of the Common Core State Standards has also placed a spotlight on text complexity. This book focuses on the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. It also examines how close readings of complex texts scaffold students understanding and allow them to develop the skills necessary to read like a detective.

The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.

Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better.

Some of the many areas we publish in include:

-Comprehension-Response To Intervention/Struggling Readers-Early Literacy -Adolescent Literacy-Assessment-Literacy Coaching-Research And Policy

Comments to eBook Text Complexity: Raising Rigor in Reading
Uriel
Text Complexity: Raising Rigor in Reading by Douglas Fisher, Nancy Frey, and Diane Lapp is a well-researched book that emphasizes the need to provide students with texts of enough difficulty to stimulate real learning.
In the Forward, Thomas Gunning says:
“Perhaps one of the mistakes in the past efforts to improve reading achievement has been the removal of struggle. As a profession, we might have made reading tasks too easy.”
The Common Core Standards adopted by many states require the reading skills needed for both college and jobs. This book will help teachers “who aren't sure what qualifies as complex text” to select those texts needed to meet those standards.

This book follows up on the works of John Bormuth (1969), Lev Vigotsky (1978), and Chall and Conard, "Should Textbooks Challenge Students? The Case for Easier or Harder Textbooks" (1991).

They all wrote that optimum difficulty should be a little above the students’ actual level of development and not below. Called assisted or guided reading, it should always include input from teachers or peers and include “scaffolding” such as before-and-after discussions, clues, and questions that stimulate and support comprehension.

The authors describe two methods needed to assess text complexity, quantitative and qualitative.

The chapter on quantitative methods discusses the history and use of the readability formulas. Most of the popular ones use the length of words and sentences to provide a complexity score.

While the authors admit the well-known limitations of the readability formulas, they admit there is a “good foundation for their use.” While the formulas provide no information on qualitative features of text such as tone, purpose, organization, or content, they do assess the “surface features” of text that affect the reader's initial contact.

But once a readability formula has provided a numeric “ballpark score,” the hard work of qualitative assessment begins. The third chapter discusses considerate texts, meaning and purpose, structure, clarity, language usage, and knowledge demands.

The fourth chapter takes up the problem of matching the complexity of the text with the reader’s level of reading skill, prior knowledge, expectations, and motivation.

The last chapter describes in detail the process of close reading and the levels of understanding a reader should experience in reading a complex text.

While the authors provide teachers with practical instructions and examples, they admit qualitative assessment is quite complex and "a lot to keep in mind." But they urge teachers to shoulder the task and provide individual readers with the assistance they need to comprehend complex texts.

Reading is always an interactive activity between the text and the reader.

One wishes, however, that the practical suggestions were aimed at different levels of reading ability. How, for example, does a teacher assess the prior knowledge or motivation of a 7th-grade reader?

And, as a practical measure, how is the teacher to organize these assessment efforts and assist all the students of a class?

They insist that the teacher's direct involvement with the reader is needed for optimal learning.

As the authors state:
“When reading any passage, a student builds meaning in collaboration with the author. Until that occurs, an assessment of a text’s complexity is not yet fully realized. The reader is the key ingredient to this formula.”
Mogelv
I bought this for a graduate course in literacy education and assessment.

This book does a great job explaining complex concepts in an easy to read format. When they talked about all the different measures to measure text readability I didn't have to reread the text to understand their explanations. Also this text has a many meaningful charts and graphics that add to the text. So after reading the chapter on measures of text readability there was a chart at the end of the chapter to summarize each measure.

This is a book I'd definitely keep after the class is over.
Jediathain
A small group of teachers read this book as a book study. In light of Common Cores new and higher standards, we were all interested in how to raise the rigor of reading expectations and how to be more rigorous reading teachers. Our goal was to help our students dig deeper into complex texts. This book did not meet that goal. There was some interesting information on readability scales and the importance of failure but virtually nothing to assist us in our goal. The book contained far too much obvious information such as students need to read less complex text independently than they can will teacher support. Far too many uh-duh moments in this book. A poor use of our time.
Urllet
This book is filled with information and fills a void on the topic. I bought the Kindle version and regret that the charts, which are valuable, are not readable with the Kindle.
Risky Strong Dromedary
Came quickly and in great condition. If you haven't read a Nancy Frey book I strongly recommend it for any teacher who deals with literacy. We created a special education reading circle based on the book and used some of the strategies! It poses some interesting questions but also helps solves the problems that teachers run into everyday.
Dream
Goes well with Rigorous Reading by Fisher and Frey. I wish they'd do something more with the Common Core writing, speaking, and listening standards now.
Gavidor
This book ties the long-established field of literacy research to the new buzz word, close reading. The authors do a good job of explaining the intent of the new common core standards and the tie to literacy research.
I thought about requiring this for my pre-service teachers in our education program, but it was a bit heavy for them. Although a short book, it's written more for the practicing teacher than the learner. That said, I loved it for me! I have a fondness for Frey and Fisher and buy a lot of their books. Research-based but not too talky, they give the facts and material to reflect upon. Like most of their books, I tend to have to leave them and then come back to them later to fully absorb them. This one is no different. With the CCSS, this is an excellent companion book for understanding text complexity and how it might look in the classroom.
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