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Download full textAllen, Laura K.; McNamara, Danielle S. – International Educational Data Mining Society, 2015
The current study investigates the degree to which the lexical properties of students' essays can inform stealth assessments of their vocabulary knowledge. In particular, we used indices calculated with the natural language processing tool, TAALES, to predict students' performance on a measure of vocabulary knowledge. To this end, two corpora were…
Descriptors: Vocabulary, Knowledge Level, Models, Natural Language Processing
Peer reviewedSkalicky, Stephen; Berger, Cynthia M.; Crossley, Scott A.; McNamara, Danielle S. – Advances in Language and Literary Studies, 2016
A corpus of 313 freshman college essays was analyzed in order to better understand the forms and functions of humor in academic writing. Human ratings of humor and wordplay were statistically aggregated using Factor Analysis to provide an overall "Humor" component score for each essay in the corpus. In addition, the essays were also…
Descriptors: Discourse Analysis, Academic Discourse, Humor, Writing (Composition)
Direct linkCrossley, Scott A.; Skalicky, Stephen; Dascalu, Mihai; McNamara, Danielle S.; Kyle, Kristopher – Discourse Processes: A multidisciplinary journal, 2017
Research has identified a number of linguistic features that influence the reading comprehension of young readers; yet, less is known about whether and how these findings extend to adult readers. This study examines text comprehension, processing, and familiarity judgment provided by adult readers using a number of different approaches (i.e.,…
Descriptors: Reading Processes, Reading Comprehension, Readability, Adults
Crossley, Scott A.; McNamara, Danielle S. – Journal of Research in Reading, 2012
This study addresses research gaps in predicting second language (L2) writing proficiency using linguistic features. Key to this analysis is the inclusion of linguistic measures at the surface, textbase and situation model level that assess text cohesion and linguistic sophistication. The results of this study demonstrate that five variables…
Descriptors: Writing Instruction, Familiarity, Second Language Learning, Word Frequency
Crossley, Scott A.; Allen, David B.; McNamara, Danielle S. – Reading in a Foreign Language, 2011
Texts are routinely simplified for language learners with authors relying on a variety of approaches and materials to assist them in making the texts more comprehensible. Readability measures are one such tool that authors can use when evaluating text comprehensibility. This study compares the Coh-Metrix Second Language (L2) Reading Index, a…
Descriptors: Readability, Readability Formulas, Word Processing, Psycholinguistics
Crossley, Scott A.; Greenfield, Jerry; McNamara, Danielle S. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2008
Many programs designed to compute the readability of texts are narrowly based on surface-level linguistic features and take too little account of the processes which a reader brings to the text. This study is an exploratory examination of the use of Coh-Metrix, a computational tool that measures cohesion and text difficulty at various levels of…
Descriptors: Reading Comprehension, Readability, Psycholinguistics, Construct Validity
