Reader characteristics and task demands also need to be considered in determining the
complexity of a text for a group of learners. Variables such as the reader’s motivation, knowledge,
and experiences contribute to how complex a text is for a reader. Likewise, the complexity of the task
assigned and the questions posed should be considered when
determining whether a text is appropriate for a given student.
Reader and task considerations are best made by teachers
employing their professional judgment, experience, and
knowledge of their students and the subject. Teachers need
to know their students—their background knowledge relevant
to the text, their knowledge of the vocabulary in the text, and
their proficiency in reading and in the English language—to
determine the most appropriate texts and tasks. Sometimes,
the more complex the tasks, the more accessible the text
should be.
Similarly, some EL scholars argue that a major focus
of literacy and content instruction for ELs should be on
amplification of concepts and language and not simplification (Walqui and van Lier 2010). In other
words, ELs should engage with complex texts and topics with appropriate scaffolding that facilitates
their path toward independence with the texts (Schleppegrell 2004). As for all students, ELs who
are beginning readers in the primary grades should be carefully matched wth texts for developing
foundational skills. Young readers’ interactions with complex texts generally occurs through teacher
read alouds.
Teachers play a crucial role in ensuring that all students engage meaningfully with and learn from
challenging text. They provide strategically designed instruction with appropriate levels of scaffolding,
based on students’ needs that are appropriate for the text and the task while helping students work
toward independence. Teaching practices that illustrate this type of instruction and scaffolding include
leveraging background knowledge; teaching comprehension strategies, vocabulary, text organization,
and language features; structuring discussions; sequencing texts and tasks appropriately; rereading
the same text for different purposes, including locating evidence for interpretations or understandings;
using tools, such as text diagrams and student-made outlines; and teaching writing in response to
text. Figure 2.10 provides guidance for supporting learners’ engagement with complex text in these
areas, along with additional considerations critical for meeting the needs of linguistically diverse
learners, including ELs and standard English learners.
Importantly, teachers explicitly draw students’ attention to text structure and organization and
specific language resources in the complex texts that help authors convey particular meanings.
Examples of specific language resources are text connectives to create cohesion throughout a text
(e.g., for example, suddenly, in the end); long noun phrases to expand and enrich the meaning
of sentences (e.g., “The moral which I gained from the dialogue was the power of truth over the
conscience of even a slaveholder.” [NGA/CCSSO 2010b: Appendix B, 91]); and complex sentences that
combine ideas and indicate relationships between them (e.g., “Because both Patrick and Catherine
O’Leary worked, they were able to put a large addition on their cottage despite a lot size of just 25
by 100 feet.” [NGA/CCSSO 2010b: Appendix B, 94]). Understanding how these language resources
are used is especially important for ELs, many of whom rely on their teachers to make the language
of English texts explicit and transparent. Providing ELs with opportunities to discuss the language of
the complex texts they read enhances their comprehension while also developing their metalinguistic
awareness (or ability to reflect on and attend to language).
Teachers need to know their
students—their background
knowledge relevant to the
text, their knowledge of the
vocabulary in the text, and
their proficiency in reading
and in the English language—
to determine the most
appropriate texts and tasks.74 | Chapter 2 Essential Considerations