NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ922120
Record Type: Journal
Publication Date: 2006
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8438
Differences in Text Structure and Its Implications for Assessment of Struggling Readers
Deane, Paul; Sheehan, Kathleen M.; Sabatini, John; Futagi, Yoko; Kostin, Irene
Scientific Studies of Reading, v10 n3 p257-275 2006
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305G040065