Using an Expanded Text Complexity Guide to match picturebooks with learners’ reading proficiencies.
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| Title: | Using an Expanded Text Complexity Guide to match picturebooks with learners’ reading proficiencies. |
|---|---|
| Authors: | Alruthaya, Salma1, Mantei, Jessica2, Kervin, Lisa3, White, Sonia L. J.4 |
| Source: | Literacy Learning: The Middle Years. Feb2026, Vol. 34 Issue 1, p53-70. 18p. |
| Subject Terms: | *Picture books, *Reading, *Teaching aids, *Middle school students, *Teaching |
| Abstract: | Text complexity guides support teachers to match students with reading material aligned with their reading proficiency. While the complexity of a text has been primarily measured through a linguistic lens, multimodal texts, such as digital and print-based picturebooks, place additional reading demands on readers, who must interpret and integrate information from words, images, design, layout and other modes to construct meaning. This paper shares findings from a study that extended a widely used text complexity framework (Pinnell & Fountas, 2007) to incorporate a multimodal perspective, enabling a broader evaluation of text demands. To examine the practical value and classroom relevance of this expanded guide, the researchers matched students with a multimodal picturebook and used eye movement and miscue analysis to analyse their reading processes. These assessments provided insights into how readers navigated the text and responded to a point identified as potentially demanding by the Expanded Text Complexity Guide. The study’s significance lies in offering teachers a framework to support the selection of picturebooks for teaching and assessment purposes. It also offers practical guidance for identifying the features of a text that may require instructional scaffolding, especially when supporting middle school readers engaging with multimodal texts. [ABSTRACT FROM AUTHOR] |
| Copyright of Literacy Learning: The Middle Years is the property of Australian Literacy Educators' Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191187459 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 53 Subjects: – SubjectFull: Picture books Type: general – SubjectFull: Reading Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Middle school students Type: general – SubjectFull: Teaching Type: general Titles: – TitleFull: Using an Expanded Text Complexity Guide to match picturebooks with learners’ reading proficiencies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alruthaya, Salma – PersonEntity: Name: NameFull: Mantei, Jessica – PersonEntity: Name: NameFull: Kervin, Lisa – PersonEntity: Name: NameFull: White, Sonia L. J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13205692 Numbering: – Type: volume Value: 34 – Type: issue Value: 1 Titles: – TitleFull: Literacy Learning: The Middle Years Type: main |
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