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Introduces two new ideas: 1) that teachers need to start to learn to evaluate text complexity.  It cannot be determined by a formula alone because a judgement also involves a) understanding what background knowledge and tasks will be required of the reader and b) knowing the student's particular characteristics and needs. 2) the second idea is that we can't just rely on giving low readers simpler texts on the same topic, because they need to learn to read and comprehend more complex texts to prepare for college.  So, in some cases, the preference would be to provide scaffolds instead of easier texts.

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