The clearest differentiator in reading between students who are college ready and students who are not is the ability to comprehend complex texts. This is true for both genders, all racial/ethnic groups, and all annual family income levels.
A complex text can be described with respect to the following six aspects (which can be abbreviated to “RSVP”):
- Relationships—interactions among ideas or characters. In complex texts, interactions among ideas or characters in the text are subtle, involved, or deeply embedded.
- Richness—the amount and sophistication of information conveyed through data or literary devices. Complex texts possess a sizable amount of highly sophisticated information conveyed through data or literary devices.
- Structure—how the text is organized and how it progresses. Complex texts are organized in ways that are elaborate and sometimes unconventional.
- Style—author’s tone and use of language. In complex texts, the author’s tone and use of language are often intricate.
- Vocabulary—author’s word choice. In complex texts, the author’s choice of words is demanding and highly context dependent.
- Purpose—author’s intent in writing the text. In complex texts, the author’s intent in writing the text is implicit and sometimes ambiguous.
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Characteristics of Uncomplicated, More Challenging, and Complex Texts on the ACT Reading Test |
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Degree of Text Complexity |
| Aspect of Text |
Uncomplicated |
More Challenging |
Complex |
| Relationships |
Basic, straightforward |
Sometimes implicit |
Subtle, involved, deeply embedded |
| Richness |
Minimal/limited |
Moderate/more |
Sizable/highly detailed sophisticated |
| Structure |
Simple, conventional |
More involved |
Elaborate, sometimes unconventional |
| Style |
Plain, accessible |
Richer, less plain |
Often intricate |
| Vocabulary |
Familiar |
Some difficult, context-dependent words |
Demanding, highly context dependent |
| Purpose |
Clear |
Conveyed with some subtlety |
Implicit, sometimes ambiguous |
March 2006 - Reading Between the Lines: What the ACT Reveals about College Readiness in Reading (page 14).
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