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Reading Demand and the Common Core Standards -- Implications

This document analyzes the implications of the Common Core Standards on student reading demand and readiness for postsecondary education. It highlights the evolution of text complexity in textbooks over the last century and discusses research on what levels of reading proficiency are necessary for success in college and careers. The report draws on studies including Williamson's readability continuum and provides insights into how students' abilities to understand and engage with texts must evolve throughout their education to meet the challenges of higher academic demands.

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Reading Demand and the Common Core Standards -- Implications

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  1. Reading Demand and the Common Core Standards -- Implications Otis Fulton Senior Vice President, MetaMetrics ofulton@Lexile.com

  2. Postsecondary Options Williamson, G. L. (2004). Student readiness for postsecondary options. MetaMetrics, Inc.

  3. Texas Higher Education Coordinating Board (THECEB) Study

  4. Change in Text Complexity in Textbooks over the Last Century

  5. How well do you have to read for college and careers? Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary Readiness. Journal of Advanced Academics, 19(4), 602-632.

  6. Text Gap

  7. The Standards (starting formally in grade 2) define what proportion of the texts students read each year should come from a particular text complexity grade band (2–3, 4–5, 6–8, 9–10, or 11–12). Students must also show a steadily increasing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts. Common Core Appendix A

  8. Common Core Appendix A

  9. Percentage distribution of literary and informational passages National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.

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