What'd You Say Again? Recurrence Quantification Analysis as a Method for Analyzing the Dynamics of Discourse in a Reading Strategy Tutor [Konferenzbericht] Paper presented at the International Learning Analytics and Knowledge (LAK) Conference (7th, Vancouver, BC, Canada, Mar 13-17 2017).

Autor/inn/en	Allen, Laura K.; Perret, Cecile; Likens, Aaron; McNamara, Danielle S.
Titel	What'd You Say Again? Recurrence Quantification Analysis as a Method for Analyzing the Dynamics of Discourse in a Reading Strategy Tutor [Konferenzbericht] Paper presented at the International Learning Analytics and Knowledge (LAK) Conference (7th, Vancouver, BC, Canada, Mar 13-17 2017).
Quelle	(2017), (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1145/3027385.3027445
Schlagwörter	Discourse Analysis; Cognitive Processes; Reading Comprehension; High School Students; Statistical Analysis; Correlation; Regression (Statistics); Reading Tests; Reader Response; Qualitative Research + Suchen Sie Ihr Suchwort? Diskursanalyse; Cognitive process; Kognitiver Prozess; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Korrelation; Regression; Regressionsanalyse; Lesetest; Leserbrief; Qualitative Forschung
Abstract	In this study, we investigated the degree to which the cognitive processes in which students engage during reading comprehension could be examined through dynamical analyses of their natural language responses to texts. High school students (n = 142) generated typed self-explanations while reading a science text. They then completed a comprehension test that measured their comprehension at both surface and deep levels. The recurrent patterns of the words in students' self-explanations were first visualized in "recurrence plots." These visualizations allowed us to qualitatively analyze the different self-explanation processes of skilled and less skilled readers. These recurrence plots then allowed us to calculate recurrence indices, which represented the properties of these temporal word patterns. Results of correlation and regression analyses revealed that these recurrence indices were significantly related to the students' comprehension scores at both surface- and deep levels. Additionally, when combined with summative metrics of word use, these indices were able to account for 32% of the variance in students' overall text comprehension scores. Overall, our results suggest that recurrence quantification analysis can be utilized to guide both qualitative and quantitative assessments of students' comprehension. [This paper was published in "Proceedings of the Seventh International Learning Analytics & Knowledge Conference," ISBN-978-1-4503-4870-6, March 13-17, 2017, pp.373-382.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11