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dc.contributor.authorCarapella, Jenell A.
dc.date.accessioned2013-01-10T17:12:48Z
dc.date.available2013-01-10T17:12:48Z
dc.date.issued10/01/2013
dc.identifier.urihttp://hdl.handle.net/1951/58367
dc.description.abstractFor a smooth transition, secondary students must be equipped with the skills to navigate and comprehend texts associated with college and career readiness. Educators are concerned that a gap in text complexity may cause some students’ lack in readiness. Although many factors play a part in students’ comprehension of a text (e.g. readability, the purpose for reading, and motivation), readability statistics may predict comprehensibility. This research used the Flesch-Kincaid and SMOG readability formulas to evaluate the readability grade levels of Common Core State Standards (CCSS) 11-CCR text exemplars. Results indicate that CCSS texts were, on average, within the expected grade level band, informational texts are more complex than literary texts, and the Flesch-Kincaid readability formula evaluates the texts as less complex, on average, than the SMOG formula. The results informed the development of the Text Sequence Reference guide that rank orders all 34 CCSS 11-CCR grade level texts according to their relative complexity. This reference guide may prove useful when developing an English Language Arts curriculum that aligns with the new standards.en_US
dc.language.isoen_USen_US
dc.subjectReading -- Ability testing.en_US
dc.subjectTextbooks -- Readability.en_US
dc.titleReadability of the common core standards 11-CCR text exemplars : a text sequence reference guide.en_US
dc.typeThesisen_US


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