Comments on: T-Plex: Text complexity through a dinosaur lens

By: Kimberly Davenport

Kimberly Davenport — Thu, 12 Jun 2014 15:46:08 +0000

Excellent article! This was a very down-to-earth way to explain text complexity to the masses!

By: Sue Pulvermacher-Alt

Sue Pulvermacher-Alt — Fri, 30 May 2014 14:22:02 +0000

Thanks for writing. Below are links to independent reviews of STAR Reading, Accelerated Reader, and ATOS:

This study evaluated ATOS and other quantitative measures of text complexity, finding them all suitable for use in estimating complexity as defined by the Common Core State Standards:

Nelson, J., Perfetti, C., Liben, D., & Liben, M. (2011). Measures of text difficulty: Testing their predictive value for grade levels and student performance. Technical Report to the Gates Foundation (also to be submitted for publication). Retrieved from http://www.ccsso.org/Documents/2012/Measures ofText Difficulty_final.2012.pdf

STAR Reading has been favorably reviewed as both a screening and progress monitoring assessment by independent, federally-funded groups of assessment experts:

U.S. Department of Education: National Center on Intensive Intervention. (2012). Review of progress monitoring tools [Review of STAR Reading]. Washington, DC: Author. Available online from http://www.intensiveintervention.org/chart/progress-monitoring

U.S. Department of Education: National Center on Response to Intervention. (2011). Review of screening tools [Review of STAR Reading]. Washington, DC: Author. Available online from http://www.rti4success.org/resources/tools-charts/screening-tools-chart

Accelerated Reader has been evaluated by the Promising Practices Network and was judged to be a “proven” program. Their review: http://www.promisingpractices.net/program.asp?programid=292

By: William Cook

William Cook — Wed, 28 May 2014 01:13:58 +0000

Reading the article, I wonder if there are any studies from independent agencies or groups that substantiate these findings. I work with STAR and AR tests, and I am concerned that these assessments do not take into account student attitudes towards the test.

By: Mrs. H-T

Mrs. H-T — Tue, 27 May 2014 21:11:59 +0000

It is nice to add lexile, but it is very similar to ATOS – it is a quantitative measure. Big words, long sentences = higher level. Until there is a qualitative system like Fountas and Pinnell’s, story complexity, inferencing ability required, etc are not accounted for. Students with higher STAR scores are pushed into reading books that may hold little interest and may in fact be too complex. Similarly, a text with simple language and complex themes will be read by students not yet equipped to understand them. A lot of excellent books fall in this band – the readers who should be reading them aren’t allowed because the ATOS/Lexile is too low.

By: Maria C. Austin

Maria C. Austin — Fri, 23 May 2014 15:25:40 +0000

The information was wonderfully written, because the Common Core State Standards have been in the media recently. There was a news segment that showed several parents who were concern about the impact the standards would have on their students.

Your article addressed the issue from a parent’s viewpoint; which the parents and/or educators can relate to the child’s experience. Text complexity was easier to understand and less intimidating.