Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Correlation | 1 |
| Cues | 1 |
| Essays | 1 |
| High School Students | 1 |
| Hypothesis Testing | 1 |
| Individual Differences | 1 |
| Intelligent Tutoring Systems | 1 |
| Natural Language Processing | 1 |
| Pretests Posttests | 1 |
| Prior Learning | 1 |
| Readability | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Allen, Laura K. | 1 |
| McNamara, Danielle S. | 1 |
| Snow, Erica L. | 1 |
Publication Type
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| High Schools | 1 |
| Secondary Education | 1 |
Audience
| Researchers | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkAllen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Grantee Submission, 2016
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…
Descriptors: Role, Writing (Composition), Natural Language Processing, Hypothesis Testing
