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Abstract
Teachers in today's classrooms struggle every day to design instructional interventions that would build students' reading skills and strategies in order to ensure their comprehension of complex texts. Text complexity can be determined in both qualitative and quantitative ways. In this article, the authors describe various innovative professional development efforts and collaborative conversations around the use of qualitative measures for determining text complexity. Such innovative approaches can enhance teachers' ability to plan for their instruction more effectively and take on the roles of decision-maker and collaborator.