The purpose of this study is on the elaboration of Text Complexity to develop systematic and scientific teaching reading through complementing the problems of Reading Formula. For this, I suggested that quantitative and qualitative approach should be connected in the researches of text complexity. The Common Core State Standards 2010 describes that the measuring Text Complexity has three factors such as Qualitative and Quantitative evaluation of the text, and Matching reader to text and task. The qualitative evaluation of the text includes levels of meaning, structure, language conventionality and clarity, and knowledge demands. The quantitative evaluation of the text includes Readability measure and other scores of text complexity. Matching reader to text and task means Reader variables (such as motivations, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed). But this terms and conceptions are not appropriate for analyzing the text complexity, because the term ‘qualitative’ and ‘quantitative’ are approaching methods instead of superordinate terms including various text elements. So in this paper, I suggested the three categories such as Structure (micro and macro level), Meaning (theme and contents), Prior knowledge (like a schema). Further more the Ontologies, similar to human concept network, should be constructed, based on the curriculum of various subjects.