000			03078cam a2200481 i 4500
001			vtls000147123
003			VRT
005			20240802185716.0
008			171124s2012 deua b 001 0 eng
010			_a2012-002488
020			_a9780872074781 (pbk.)
020			_a0872074781 (pbk.)
035			_a(OCoLC)ocn769419952
035			_a17168569
039		9	_a201711301617 _bbactt _c201711290938 _dnhantt _y201711241508 _zquyentth
040			_aDLC _beng _cDLC _erda _dYDX _dBTCTA _dYDXCP _dBWX _dCDX _dOCLCO _dSGB _dTTU _dBDX _dFDA _dKMS _dSCO _dOCLCF _dGYG _dOCLCQ _dOCLCO _dIG# _dDLC
041			_aeng
042			_alccopycat
044			_aUS
050	0	0	_aLB1573.7 _b.F56 2012
082	0	4	_a372.47 _bFIS 2012 _223
090			_a372.47 _bFIS 2012
100	1		_aFisher, Douglas, _d1965- _eauthor.
245	1	0	_aText complexity : _braising rigor in reading / _cDouglas Fisher, Nancy Frey, and Diane Lapp.
260			_aNewark, DE. : _bInternational Reading Association, _c[2012]
300			_axi, 140 pages : _billustrations ; _c24 cm
504			_aIncludes bibliographical references and index.
505	0		_aText complexity is the new black: -- Text complexity defined -- Revisiting how we match readers and texts -- Text complexity and the common core state standards -- The case for struggle -- Conclusion -- Quantitative measures of text complexity: -- Word-level analysis -- Sentence-level analysis --Conventional readability formulas -- Readability formulas that also measure readers -- Measuring coreference and cohesion -- Cautions and criticism of readability formulas -- Readability for early readers -- Conclusion -- Qualitative measures of text complexity: -- Considerate texts -- But not all texts are considerate -- Levels of meaning and purpose -- Structure -- Language conventionality and clarity -- Knowledge demands -- Returning to the hunger games, qualitatively -- Cautions and criticisms of qualitative analysis of text complexity -- Conclusion -- Matching readers to texts and tasks: -- Exploring the reader -- Exploring the task -- Exploring the question -- Shifting expectations -- Cautions and criticisms of matching readers with texts and tasks -- Conclusion -- A close reading of complex texts: Close reading -- Close reading up close in fourth grade : "post-it-notes" -- Close reading up close in ninth grade : "The road not taken" -- Conclusion.
650		0	_aReading comprehension.
650		7	_aReading comprehension. _2fast _0(OCoLC)fst01090771
650		0	_aĐọc hiểu
650		0	_aĐọc (Tiểu học)
700	1		_aFrey, Nancy, _d1959- _eauthor.
700	1		_aLapp, Diane, _eauthor.
906			_a7 _bcbc _ccopycat _d2 _eepcn _f20 _gy-gencatlg
925	0		_aacquire _b1 shelf copies _xpolicy default
925			_aG
926			_a0
927			_aSH
942			_c14
955			_bre24 2015-09-02 z-processor _ire24 2015-09-02 _ere24 2015-09-02 to Dewey _are24 2015-09-03 to Discard
955			_bre09 2012-02-16 _ire09 2012-02-16 _wrd62 2012-02-16 (Dewey) to CIP _axn05 2012-04-05 1 copy rec'd., to CIP ver. _frc20 2012-04-13 Z-CipVer to BCCD
999			_c376213 _d376213