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Orienting the Map: Where K to 12 Teachers Stand in Relation to Text Complexity

ABSTRACT The purpose of this study was to examine how K to 12 teachers defined the concept of text complexity within the context of materials selection. Using a tripartite definition of text complexity as our benchmark, we found that a majority of participants were unable to adequately define the concept of text complexity. Teachers who were able to define text complexity, however, also considered a wider range of factors in their evaluation of texts for instruction. Our findings suggest that developing a firm understanding of text complexity is beneficial to teachers during the materials selection process.