This discussion focused on navigating the layers of text complexity to determine the embedded text supports provided by authors. Quantitative dimensions of the texts were examined, such as word count, number of sentences, sentence length, unique words, most used words and phrases, sentence variety, Flesch-Kincaid grade levels, and Flesch-Kincaid…

The Common Core set a standard for all children to read increasingly complex texts throughout schooling. The purpose of the present study was to explore text characteristics specifically in relation to early-grades text complexity. Three hundred fifty primary-grades texts were selected and digitized. Twenty-two text characteristics were identified…

Evaluates several types of text used for beginning reading instruction (texts based on high-frequency and phonetically regular words, as well as the trade books of current literature-based reading programs) by examining the tasks each poses for young readers. Examines for each particular type of text what a beginning reader needs to know about…

A study explored emergent readers' reconstruction of two story text types for evidence of cohesive harmony. Data came from a subset of 12 kindergarten children in 2 classes in an inner-city school. All of the children participated in a storybook reading program in which two types of texts were used: simple, beginning reader text and complex, trade…

A study considered the tasks for beginning readers posed by currently available beginning reading programs. A set of guidelines for evaluating beginning reading texts was identified. According to the model used, such texts should be "engaging, accessible, and generalizable." These guidelines were used to examine the literature components…

Studies by Unsworth and Williams (1988, 1990) compared the textual variation of purpose-written big books with literary texts. Purpose-written big books help children to predict repetitive clauses that realize explicit and simplistic meanings. (Contains six references.) (JP)

Investigates reliability of two approaches for estimating text difficulty at the first-grade level: the Scale for Text Accessibility and Support and the Fountas/Pinnell system. Supports the predictive validity of the two rating scales with performance data. Suggests potential benchmarks for first-grade performance: 95% accuracy; 80 words per…

A study examined the ways in which Head Start preschool children's vocabulary developed when they and their mothers engaged in joint reading. Subjects, 19 dyads, were observed as they interacted around expository texts presented in both familiar (newspaper toy advertisements) and traditional (trade books) formats. Subjects were observed in their…

Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in…

Explores the nature of the picture story book event from a semiotic perspective. Describes a classroom event in which a picture story book was constructed during teacher-student-text interaction in a second grade classroom using involving oral reading and discussion, interpretations of the main character's traits, letters to the author, and…

This book presents 25 essays and studies that explore the interplay of a variety of factors that provide the fuel for individual and collaborative explorations into the nature of literacy. Essays and studies in the book are "Patterns of Response: Struggling Readers Respond to a Real Book during Transactional Literature Discussion" (JoAnn Rubino…