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1.
A combination of two new, but very different, approaches to the prediction of readability could be particularly valuable in evaluating English texts written for native and non-native speakers. One approach develops the concept of lexical density, whereas the other is a novel measurement of two mechanical variables of text. The paper first outlines the traditional approach to readability. Next, it explains the concept of lexical density, and presents the results of a pilot study into reader preferences for different levels of density in text. It then offers an alternative approach to readability that uses sentence and ‘packet’ lengths. Finally, it indicates how the two approaches have been combined into a computer software program, and suggests the direction of future work. Our conclusions are threefold. Firstly, the lexical density of text is a better indicator of its readability than the scores given by many of the more common readability formulae. Secondly, the effective breaking up of sentences into ‘packets’ is as important to readability as sentence length. Finally, in looking at the mechanical variables of texts, we should not only be concerned with averages, but with distributions and most frequently occurring values. 相似文献
2.
Word frequency and readability: Predicting the text‐level readability with a lexical‐level attribute 
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下载免费PDF全文 Assessment of text readability is important for assigning texts at the appropriate level to readers at different proficiency levels. The present research approached readability assessment from the lexical perspective of word frequencies derived from corpora assumed to reflect typical language experience. Three studies were conducted to test how the word‐level feature of word frequency can be aggregated to characterise text‐level readability. The results show that an effective use of word frequency for text readability assessment should take a range of characteristics of the distribution of words frequencies into account. For characterizing text readability, taking into account the standard deviation in addition to the mean word frequencies already significantly increases results. The best results are obtained using the mean frequencies of the words in language frequency bands or in bands obtained by agglomerative clustering of the word frequencies in the documents – though a comparison of within‐corpus and cross‐corpus results shows the limited generalizability of using high numbers of fine‐grained frequency bands. Overall, the study advances our understanding of the relationship between word frequency and text readability and provides concrete options for more effectively making use of lexical frequency information in practice. 相似文献
3.
马旭 《宁夏师范学院学报》2003,24(6):47-51
文本分类是指在给定的分类体系下，根据文本的内容自动判别文本类别的过程，本文对、NET文本分类检索中所涉及的关键技术贝叶斯网分类方法，进行了研究和探讨，并且提出了基于向量空间的．NET文本分类检索的结构，并给出了会估计方法和实验结果。 相似文献
4.
Text complexity in elementary classrooms is typically measured by traditional readability tools, which rely on surface-level measures of word and sentence complexity. Theoretical and empirical work on text complexity, however, indicates that additional measures of semantics, syntax, and discourse structure may be equally important for understanding how young children process texts. This study evaluated the components of two available text analysis tools representing different generations of readability: the Lexile Framework and the Coh-Metrix Text Easability Assessor. Using multilevel modeling, informational passage readings were nested in 5133 second-grade children in 459 schools to identify text variables that predicted changes in oral reading rate. Coh-Metrix dimensions of word concreteness, referential cohesion, and deep cohesion were uniquely associated with oral reading rate after controlling for traditional readability components. A full model including both the Lexile components and three Coh-Metrix dimensions provided the best fit to the data. Results suggest that measures of semantic complexity and text cohesion are needed to improve prediction of text difficulty for young readers and better inform text selection in the early grades. Implications for policy and practice under the Common Core State Standards, which emphasize reading complex texts across the gradespan, are discussed.
相似文献5.
There has been a considerable suggestion in the literature that syntactic adaptation of a text would simplify it. This empirical study determined that the complexity of the syntax does not significantly affect the level of reading comprehension. While a complete conceptual and lexical analysis may be necessary for reading comprehension, a thorough syntactic analysis is not. This should be true for both expert and novice readers in a particular professional field, herein computer science. Using American (L1 or E1, English as a native language) and Dutch (L2 or E2, English as a second, nonnative language) computer science and humanities majors reading in EST (English for Science and Technology), it was found that there were no significant differences between subgroups reading an authentic (in original, unadapted form) computer science text and those reading a syntactically adapted text either in comprehension or in time across the four groups of subjects. These results indicate that syntactic simplification of an EST text is not a real simplification. Hence, technical writers and EST teachers might give priority to other more conceptual ways of rewriting texts. 相似文献
6.
对叙事文本的分析和提炼是叙事研究的核心功能,叙事分析路径主要有语言分析和逻辑结构两种。在梳理国内外文本分析方法基础上,从国内中小学教师、教育研究者对教育叙事研究方法的实际需求出发,通过教育生活叙事“呈现—揭示”模式,借鉴扎根理论、叙事探究、质性研究等理论方法,以文本编码为手段,对教育生活叙事文本进行有效分析。叙事文本的静态编码多适用于研究对象的微观分析,动态编码多适用于研究对象的宏观分析。编码揭示需要追求挖掘文本的“言外之意”。叙事文本呈现形式除了文字,还有图片、声音、视频、教育实物等。对叙事文本的一般处理的原则是“视情而定”。叙事文本编码分析的步骤是:明确教育生活的研究问题与指向;搜集教育生活的情境资料;选择编码方式;编码及分析;教育揭示。 相似文献
7.
树库是一种带句法标注的语料库,它记录着真实文本中每个句子的句法分析结果——句法树。上世纪90年代,自然语言的自动句法分析再次成为国际计算语言学界关注的焦点,一个重要原因是美国宾州树库PTB的建成。根据树库自动归纳出来的概率型上下文无关语法,使英语的句法分析器在性能上显著超越了先前基于规则和合一运算的句法分析器。世界上为各种自然语言构建的树库,不论是短语结构树库还是依存结构树库,都以句子为基本的描述单位。依存语法是一种词例化语法,它不采用短语结构的语法概念,而直接描写句子中词与词之间的依存关系,即认为句子中任何两个具有依存关系的词中必有一个是中心词(支配词),而另一个是被支配词。因此,依存语法直接体现了一种语言的句法层面和语义层面之间的天然联系。这充分说明,黎锦熙先生在《新著国语文法》中倡导的句本位语法体系和中心词分析法具有鲜活的生命力。它们不仅在我国解放前后的中学语文教学中数十年长盛不衰,而且至今仍在指导着树库的建设和应用。 相似文献
8.
In recent years, readability formulas have gained new prominence as a basis for selecting texts for learning and assessment. Variables that quantitative tools count (e.g., word frequency, sentence length) provide valid measures of text complexity insofar as they accurately predict representative and high-quality criteria. The longstanding consensus of text researchers has been that such criteria will measure readers’ comprehension of sample texts. This study used Bormuth’s (1969) rigorously developed criterion measure to investigate two of today’s most widely used quantitative text tools—the Lexile Framework and the Flesch–Kincaid Grade-Level formula. Correlations between the two tools’ complexity scores and Bormuth’s measured difficulties of criterion passages were only moderately high in light of the literature and new high stakes uses for such tools. These correlations declined a small amount when passages from the University grade band of use were removed. The ability of these tools to predict measured text difficulties within any single grade band below University was low. Analyses showed that word complexity made a larger contribution relative to sentence complexity when each tool’s predictors were regressed on the Bormuth criterion rather than their original criteria. When the criterion was texts’ grade band of use instead of mean cloze scores, neither tool classified texts well and errors disproportionally placed texts from higher grade bands into lower ones. Results suggest these two text tools may lack adequate validity for their current uses in educational settings. 相似文献
9.
South Africa is a country of many languages and cultures. Education is mostly in English which implies that about 80% of all secondary school students are second language learners. Currently many mathematical problems are posed in real-life contexts. This not only introduces more language in mathematics texts, but also more issues related to culture. When considering the influence on readability, it is difficult to disentangle the role of linguistic and cultural factors and this in turn seems to be a manifestation of the Sapir-Whorf hypothesis. The study was therefore guided by research questions such as: what linguistic and cultural factors in the ordinary language of mathematics texts influence readability? Protocol analysis was used with students aged 17–18 years to establish readability problems. Linguistic as well as cultural factors were identified and the hypothesis that improved readability of mathematics assignments improves achievement was confirmed in a number of cases. Writers of mathematics texts should therefore consider linguistic as well as cultural factors when writing for different reading audiences. Other conclusions address teaching and examination practice. 相似文献
10.
Rebekah George Benjamin 《Educational Psychology Review》2012,24(1):63-88
Largely due to technological advances, methods for analyzing readability have increased significantly in recent years. While
past researchers designed hundreds of formulas to estimate the difficulty of texts for readers, controversy has surrounded
their use for decades, with criticism stemming largely from their application in creating new texts as well as their utilization
of surface-level indicators as proxies for complex cognitive processes that take place when reading a text. This review focuses
on examining developments in the field of readability during the past two decades with the goal of informing both current
and future research and providing recommendations for present use. The fields of education, linguistics, cognitive science,
psychology, discourse processing, and computer science have all made recent strides in developing new methods for predicting
the difficulty of texts for various populations. However, there is a need for further development of these methods if they
are to become widely available. 相似文献
11.
This paper reports the effects of the properties of source texts on summarization. One hundred and fifty-seven undergraduates were asked to write summaries of one of three extended English texts of similar length and readability, but differing in other discoursal features such as lexical diversity and macro-organization. The effects of summarizability were examined from two perspectives: students’ summarization task performance and their perception of such effects as demonstrated in the post-summarization questionnaire and interviews. Source text had significant and relatively larger effects than the summarizers’ language abilities on summarization performance. These were more pronounced on Chinese than English summarization. Perceptual data were generally supportive of the performance data and further illuminated the dynamics of the summarizability of a source text and its potential effects on performance. Macro-organization, frequency of unfamiliar words, topic familiarity, length of source texts were among the most influential factors shaping text summarizability in the view of the participants. However, the effects of summarizability proved to be rather idiosyncratic. Implications of these findings are discussed in relation to source text selection when designing summarization tasks. 相似文献
12.
Kathleen M. Sheehan 《Educational Measurement》2017,36(4):35-43
Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students’ responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed. 相似文献
13.
The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research. 相似文献
14.
An experimental study of the effects of text readability and presence or absence of summary exercises on parental knowledge of behaviour therapy is reported using four chapters of the Portage parent readings. Increasing text readability by the Flesch formula leads to a significant increase in parental knowledge of behaviour therapy as measured by the knowledge of behaviour principles applied to children. There was no effect of summaries. A modest correlation of parental socio‐economic class and parental knowledge was found. The implications for the future design of instructional texts in behaviour therapy are discussed. 相似文献
15.
赵凤娇 《语文学刊:高等教育版》2020,(1):12-17
文本可读性研究旨在为分级阅读文本的选取和编写提供客观、可量化的评测依据。本文选取部编版二年级、七年级和十二年级语文教材构建低、中、高三个难度等级的文本库,从词汇多样性、词频概貌、词汇密度和词汇长度四个维度考察可能影响汉语文本可读性的词汇因素。研究发现影响低难度与中、高难度文本分级的主要词汇因素为:MSTTR>常用词词频>实词数>词种数>单音节词长>词数>双音节词长>实词比,而中、高难度文本在词汇层面并无显著差异;这些词汇因素在不同长度文本中预测效力基本一致,在一定程度上表明这些词汇因素对文本难度的评测具有有效性和稳定性。 相似文献
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17.
为了使源语文本和译语文本间的转换和比较有据可依,采用综合分析法探讨文本意义结构及跨语重构。研究表明,文本意义是一个多维度的立体结构,由作者主体建构系统、语言系统和读者主体建构系统三个维度构成,源语文本和译语文本的意义结构相似度越高,翻译质量越高。文本意义结构模型分析为文本意义的跨语重构提供了新视角。 相似文献
18.
Manuel Perea Victoria Panadero Carmen Moret-Tatay Pablo Gómez 《Learning and Instruction》2012,22(6):420-430
Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined whether this effect generalises to young normal readers and readers with developmental dyslexia, and whether increased inter-letter spacing affects the reading times and comprehension of a short text. To that end, we conducted a series of lexical decision and continuous reading experiments in which words were presented with the default settings or with a small increase in inter-letter spacing. Increased spacing produced shorter word identification times not only with adult skilled readers (Experiment 1), but also with young normal readers (Grade 2 and Grade 4 children; Experiment 2) and, even to a larger degree, with readers with dyslexia (Experiments 3 and 4). These experiments suggest that slight increases in inter-letter spacing would improve the readability of texts aimed at children, especially those with dyslexia. 相似文献
19.
In the theoretical context of compensatory processing, the research studied the syntactic, semantic and grapho-phonic miscues made by groups of first year Junior school pupils of high, average and low reading attainments. 60 children aged between 7.5 and 8.5 years of age were asked to read aloud passages from the Neale Analysis of Reading Ability. All miscues were recorded and scored. Analyses of variance were then performed on these scores at two levels of text complexity. Reading attainment and sex were used as independent variables to test specified hypotheses related to miscue quality. The high reading attainment group typically made better quality syntactic, semantic and grapho-phonic miscues at the lower level of text complexity. Passage complexity affected the ability of some children to make effective use of syntactic and semantic cues. As text complexity increased, the miscue quality of high and above average reading attainment groups deteriorated. Higher scores on a word recognition reading test were significantly related to effective use of grapho-phonic miscues, but not to the use of syntactic and semantic cues, in reading material from more demanding texts. Limitations in the methodology used and suggestions for future work are discussed. 相似文献
20.
Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective 总被引：1，自引：0，他引：1
Yvonne van Rijk Monique Volman Dorian de Haan Bert van Oers 《Learning Environments Research》2017,20(1):77-98
Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a comprehensive way. In this article, we focus on the learning environment for reading comprehension of informative texts in upper-primary grade classrooms in DE. Our aim is to contribute to a more profound understanding of the characteristics of learning environments that are inspired by a Vygotskian approach and that are conducive to reading comprehension of informative texts. Five fourth-grade expert DE teachers participated in a multiple case study aimed at describing and analysing these characteristics for the domain of reading informative texts. Data were collected over a period of six to eight weeks for each teacher and consisted of videotaped interviews, classroom observations and documents. We conclude that DE learning environments are focused on maximising meaning from text for students. This is achieved by organising learning on the basis of emergent goals within students’ participation in sociocultural practices. 相似文献