“Reading and discussing complex texts with compelling issues, novice readers begin to identify as members of a literacy community and become more aware of the purposes of reading than when reading easier instructional level texts” (Stahl, 2012).
Stahl, K. (2012). Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference. The Reading Teacher, 66(1), 47-51.
Alyssa Huth 