Eight Ways to Help Kids Read Complex Text

Blast from the Past: This entry first appeared September 6, 2016, was reissued June 27, 2020, and now again in January 2025. I’ve updated it a bit — based on my new book (which is currently in production and should be out soon). Avoiding teaching students with grade-level texts, holds most kids back rather than propelling them forward. This blog entry provides practical advice as to how to teach successfully with such books.

Teacher question

My district is currently “grappling” with the idea of asking students to read complex text if they are significantly below the grade level. As an example, within one fourth grade class, a teacher identified that more than half her class is 1-2 grade levels below the expectation for reading (using multiple measures). Her response is to change the level of the text and try to move the students forward. The common theme in our schools is that growth is what matters, not proficiency. However, our new reading series expects students to perform in more complex texts. Even the “approaching” level books are above what we typically would ask struggling students to read. Could you give some specific examples of how to scaffold, when students are unable to read half the words on a page?  

Shanahan’s response

First, if students are reading like first graders — that is, they are struggling with decodingThe ability to translate a word from print to speech by using your knowledge of sound–symbol (letter) correspondences. then you should be trying to teach them out of easier books, with lots of word repetition and high decodability. The complex text prescription is not for them. You indicate that they can’t read half the words on the page which sounds a lot lower than one or two grade levels off. If they are that low, you will need to do a lot more than just placing them in much easier books. They also should be receiving substantial amounts of phonicsReading instruction that focuses on the alphabetic principle — the systematic, predictable relationship between spoken sounds (phonemes) and written letters (graphemes) — to allow readers to identify or “decode” words. and fluencyFluency is the ability to read a text accurately, at a good pace, and with proper expression and comprehension. training (30 minutes per day of each), and some may even need more of those in Tier 2 interventions.

However, if these fourth graders are reading at a second or third grade level, then, place them in the grade-level texts. Doing that not only means that they’ll be taught what your state requires, but you’ll be exposing them to content or ideas more appropriate to their maturity, intellectual functioning, and interests.

Second, vary the reading demands on these students so that they are not always working with challenging text. You should do what athletic trainers do — varying the degree of difficulty of the training. Some texts should be easier, and these will merit less scaffolding and support, some texts should be harder and those will require more teacher guidance.

Traditionally, experts have argued that all instructional texts must be at the instructional level. That makes no sense, and I suspect it undermines students’ recognition of their own progress — except when there are text level changes. Harder texts give students opportunities to negotiate the features of text that can be barriers to comprehensionMaking meaning from something that is heard (oral comprehension) or from print (reading comprehension). , while easier ones allow them to consolidate that learning.

Third, let the kids in on the secret. Tell them what you are doing. Make sure they know that instead of teaching them out of easy below-grade books (“baby stuff”), they’ll be taking on grade-level texts. The point isn’t to scare them. Instead, make sure they recognize the respect inherent in your approach, and assure them that you’ll do everything you can to help them succeed.

Fourth, if students are far behind, reverse the order that you normally use with guided reading and fluency practice. Most teachers will have kids read a selection for comprehension, with fluency practice as a follow up. That allows kids to quickly achieve fluency with that text. However, with kids two or more grade levels behind, it makes greater sense to reverse things. Give them a chance to read the text aloud once or twice before taking on the text for comprehension. This can be done many ways: tape recorders, parent volunteers, paired reading, or echo reading with the teacher, for example.

If kids have read through the text once or twice before hand, they’ll be in much better shape for comprehending it. Studies show that such “pre-reading” fluency work can “raise students’ reading level” with that text by at least one grade level.

Fifth, preteach words. This might be preparing students to deal with words they may not decode easily or preparing them to take on vocabularyKnowledge of the meaning and pronunciation of words. the author doesn’t explain or define. If a word is explained in the text or you think kids can figure it out from context, don’t take time to preteach it. But words that you don’t think students will know, tell them ahead of time or provide them with a glossary.  

Sixth, when reading the text for comprehension, chunk it into small sections (a paragraph, a page). Ask questions at the end of each section and guiding rereading when kids can’t answer the questions. As they get better with this, “stretch them out”, by providing longer text segments. This approach will help the students to develop reading endurance.

Seventh, identify some of the especially complicated sentences in the texts (e.g., long sentences, sentences in passive voice, sentences with multiple clauses). During discussion, question students about the ideas expressed in those sentences. If students can’t answer them, guide them to examine and break down those sentences to help them to unlock their meanings.

Eighth, pay special attention to cohesion … kids get lost in synonymsWords that have similar meanings. , pronouns, etc. Get students to be explicit about who “he” is, or what animal was being referred to as “the mammal.” There are worksheet exercises that can be used to strengthen such skills, but scaffolding this kind of work in the complex text can be powerful.  

These kinds of supports can go a long way towards making students successful with challenging texts. There is now an extensive body of research supporting their effectiveness, both in improving student reading achievement and in transforming texts from frustration level to instructional level.

References

Brown, Lisa Trottier, Kathleen A. J. Mohr, Bradley R. Wilcox, and Tyson S. Barrett. “The Effects of Reading and Text Difficulty on Third-graders’ Reading Achievement.” Journal of Educational Research 111, no. 5 (2017): 541-553. http://dx.doi.org/10.1080/00220671.2017.1310711

Burns, Matthew K., Vincent J. Dean, and Sarah Foley. “Preteaching Unknown Key Words with Incremental Rehearsal to Improve Reading Fluency and Comprehension with Children Identified as Reading Disabled.” Journal of School Psychology 42, no. 4 (2004): 303–14. https://doi.org/10.1016/j.jsp.2004.04.003

Morgan, A., Wilcox, B. R., & Eldredge, J. L. (2000). “Effect of difficulty levels on Second-grade delayed readers using dyad reading. Journal of Educational Research, 94(no. 2): 113-119. https://doi.org/10.1080/00220670009598749

Shanahan, T. (In press). Leveled reading, leveled lives. Cambridge, MA: Harvard Education Press.

Shanahan, T. (2020). Limiting children to books they can already read. American Educator, 44(2), 13-17, 39.

Shanahan, T. (2019). Why children should be taught to read with more challenging text. Perspectives on Language and LiteracyThe ability to understand oral language, read fluently, and write well. , 44(2), 17-23.