Differences in Text Structure and Its Implications for Assessment of Struggling Readers

Autor/inn/en	Deane, Paul; Sheehan, Kathleen M.; Sabatini, John; Futagi, Yoko; Kostin, Irene
Titel	Differences in Text Structure and Its Implications for Assessment of Struggling Readers
Quelle	In: Scientific Studies of Reading, 10 (2006) 3, S.257-275 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1207/s1532799xssr1003_4
Schlagwörter	Text Structure; Language Processing; Grade 6; Natural Language Processing; Reading Difficulties; Grade 3; Grade 4; Grade 5; Identification; Comparative Analysis; Elementary Education + Suchen Sie Ihr Suchwort? Textstruktur; Sprachverarbeitung; School year 06; 6. Schuljahr; Schuljahr 06; Natürliche Sprache; Reading difficulty; Leseschwierigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Identifikation; Identifizierung; Elementarunterricht
Abstract	One source of potential difficulty for struggling readers is the variability of texts across grade levels. This article explores the use of automatic natural language processing techniques to identify dimensions of variation within a corpus of school-appropriate texts. Specifically, we asked: Are there identifiable dimensions of lexical and discourse/genre variation among these texts, and what are major differences among 3rd- to 6th-grade texts? At the lexical level, we identified sets of nonspecific lexical terms that appear to be used across wide sets of texts, another that appears to be more "academic" in nature, and a large number of topic specific sets. Additional analyses detected several dimensions of variation that were fairly similar to the dimensions detected in previous studies (e.g., Biber, 1988; Reppen, 2001), as well as several new dimensions. In comparing 3rd and 6th grade level texts, we observed a shift in the distribution of texts on several dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10