Leveraging a Multidimensional Linguistic Analysis of Constructed Responses Produced by College Readers

Autor/inn/en	Magliano, Joseph P.; Flynn, Lauren; Feller, Daniel P.; McCarthy, Kathryn S.; McNamara, Danielle S.; Allen, Laura
Titel	Leveraging a Multidimensional Linguistic Analysis of Constructed Responses Produced by College Readers
Quelle	13 (2022), Artikel 936162 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Semantics; Computational Linguistics; Individual Differences; Reading Materials; Protocol Analysis; Word Processing; Responses; Writing (Composition); Language Proficiency; Vocabulary Skills; Language Tests; Reading Comprehension; Correlation; Comparative Analysis; Undergraduate Students; Community Colleges; Universities; Reading Tests; Reading Processes; Connected Discourse; Reading Strategies; Measures (Individuals) + Suchen Sie Ihr Suchwort? Semantik; Linguistics; Computerlinguistik; Individueller Unterschied; Textverarbeitung; Schreibübung; Language skill; Language skills; Sprachkompetenz; Aktiver Wortschatz; Language test; Sprachtest; Leseverstehen; Korrelation; Community college; Community College; University; Universität; Lesetest; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Messdaten
Abstract	The goal of this study was to assess the relationships between computational approaches to analyzing constructed responses made during reading and individual differences in the foundational skills of reading in college readers. We also explored if these relationships were consistent across texts and samples collected at different institutions and texts. The study made use of archival data that involved college participants who produced typed constructed responses under thinking aloud instructions reading history and science texts. They also took assessments of vocabulary knowledge and proficiency in comprehension. The protocols were analyzed to assess two different ways to determine their cohesion. One approach involved assessing how readers established connections with themselves (i.e., to other constructed responses they produced). The other approach involved assessing connections between the constructed responses and the texts that were read. Additionally, the comparisons were made by assessing both lexical (i.e., word matching) and semantic (i.e., high dimensional semantic spaces) comparisons. The result showed that both approaches for analyzing cohesion and making the comparisons were correlated with vocabulary knowledge and comprehension proficiency. The implications of the results for theory and practice are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01