Common to all models of reading comprehension is the assumption that a reader's level of comprehension is heavily influenced by their standards of coherence (van den Broek, Risden, & Husbye-Hartman, 1995). Our discussion focuses on a subcomponent of the readers' standards of coherence: the coherence threshold. We situate this discussion within…

A focus of the Common Core State Standards/English Language Arts (CCSS/ELA) is that students become increasingly more capable with complex text over their school careers. This focus has redirected attention to the measurement of text complexity. Although CCSS/ELA suggests multiple criteria for this task, the standards offer a single measure of…