*2014.Valencia.Wixson.Pearson.PuttingTextComplexityinContext.ESJThe Elementary School Journal, 115(2), 270-289.
This is the third in a series of 3 papers that Sheila and Karen and I have written to make a case for what we call Text-Task-Scenarios–a framework that suggests that constructs like reader ability, text complexity, and reading assessment are better viewed as situated (they result from unique and particular combinations of relevant variables) than constitutive (they are not inherent characteristics of entities like people, texts, or tasks).