Revealing the Naturalization of Language and Literacy: The Common Sense of Text Complexity

Abstract

This article illustrates the process and obstacles encountered when applying the Common Core's three‐ part model of determining text complexity to an urban literature text. This analysis revealed how the model privileges language and literacy practices that limit the range of texts used in classrooms through a process of naturalization and by appealing to common sense. Implications include possibilities for interrupting the process of naturalization by encouraging teachers to be more critical of text complexity measurements, shifting the focus of determining text complexity and text selection from standardized measurements to student‐centered practices, and providing students with access to more diverse texts.

Updating Practice Recommendations: Taking Stock of 12 Years of Adolescent Literacy Research

“…Thrust into prominence in 2010 by its inclusion as CCSS Reading Anchor Standard 10, text complexity is now better understood. The three‐part text complexity framework of the CCSS (quantitative, qualitative, and reader/task) has been widely used but also critiqued as monolithic (e.g., Newhouse, 2017). In addition, recent research such as Lupo et al (2018) offers guidance on how to create text sets across disciplines that offer opportunities to build knowledge, hook students’ engagement, and build toward worthy complex target texts.…”