References
Published online by Cambridge University Press: 05 June 2014
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Automated Evaluation of Text and Discourse with Coh-Metrix , pp. 229 - 246Publisher: Cambridge University PressPrint publication year: 2014
References
(1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Google Scholar
(2009). Word senses, semantic roles and entailment. 5th International Conference on Generative Approaches to the Lexicon, September 17–19, 2009. Pisa, Italy.Google Scholar
, , & (1995). The CELEX lexical database (CD-ROM). Philadelphia: Linguistic Data Consortium, University of Pennsylvania.Google Scholar
, , & (2002). Bringing words to life: Robust vocabulary development. New York: Guilford Press.Google Scholar
, , , & (1984). Improving the comprehensibility of stories: The effects of revisions that improve coherence. Reading Research Quarterly, 19, 263–277.CrossRefGoogle Scholar
, , , & (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 27, 251–276.CrossRefGoogle Scholar
, , & (2012). Using LIWC and Coh-Metrix to investigate gender differences in linguistic styles. In & (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 545–556). Hershey, PA: IGI Global.CrossRefGoogle Scholar
, , & (2004). Self-explaining science texts: Strategies, knowledge, and reading skill. In , , , , & (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences: Embracing Diversity in the Learning Sciences (pp. 89–96). Mahwah, NJ: Erlbaum.Google Scholar
, , & (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29, 137–164.CrossRefGoogle Scholar
(1988). Variation across speech and writing. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
(1993). Register variation and corpus design, computational linguistics. Cambridge: Cambridge University Press.Google Scholar
, , & (1998). Corpus linguistics: Investigating language structure and use. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
, , & (Eds.). (2012). Cross-disciplinary advances in applied natural language processing: Issues and approaches. Hershey, PA: IGI Global.CrossRef
(1971). Development of standards of readability: Toward a rational criterion of passage performance. Final report, U.S. Office of Education, Project No. 9–0237. Chicago: University of Chicago.Google Scholar
(1995). Transformation-based error-driven learning and natural language processing: A case study in part-of-speech tagging. Computational Linguistics, 21, 543–566.Google Scholar
, & (1991). Using Kintsch’s computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329–345.CrossRefGoogle Scholar
, , & , (2007). A hybrid system for named entity metonymy recognition. Proceedings of the 4th International Workshop on Semantic Evaluations (ACL-SemEval) (pp. 23–24). Prague, Czech Republic.Google Scholar
, , & (2004). Changes in scientific articles over two hundred years: A Coh-Metrix analysis. Proceedings of the ACM 22nd International Conference on Computer Documentation (pp. 104–109). New York: ACM Press.Google Scholar
, , , , , & (2004). NLS: Non-latent similarity algorithm. In , , & (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 180–185). Mahwah, NJ: Erlbaum.Google Scholar
, & (2011). The influence of connectives on young readers’ processing and comprehension of text. Journal of Educational Psychology, 103(2), 429–441.CrossRefGoogle Scholar
, & (2000). The effect of text organization (original vs. scrambled) on readers’ ability to search for information. Journal of Educational Psychology, 92, 791–799.Google Scholar
(2000). A maximum-entropy-inspired parser. Proceedings of the First Conference on North American Chapter of the Association for Computational Linguistics (pp. 132–139). San Francisco: Morgan Kaufmann Publishers.Google Scholar
(1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.Google Scholar
(1981). The MRC Psycholinguistic Database. Quarterly Journal of Experimental Psychology, 33A, 497–505.CrossRefGoogle Scholar
, , , , & (2007). The early year: Algorithm-guided individualized reading instruction. Science, 315(5811), 464–465.CrossRefGoogle Scholar
, , & (1993). Metadiscourse in persuasive writing: A study of texts written by American and finish university students. Written Communication, 39, 39–71.CrossRefGoogle Scholar
, , & (2011). Text readability and intuitive simplification: A comparison of readability formulas. Reading in a Foreign Language, 23, 84–102.Google Scholar
, , & (2012). Text simplification and comprehensive input: A case for intuitive approach. Language Teaching and Research, 16, 89–108.CrossRefGoogle Scholar
, , , & (2007). Toward a new readability: A mixed model approach. In & (Eds.), Proceedings of the 29th annual conference of the Cognitive Science Society (pp. 197–202). Austin, TX: Cognitive Science Society.Google Scholar
, , & (2008). Assessing text readability using psycholinguistic indices. TESOL Quarterly, 42, 475–493.CrossRefGoogle Scholar
, , , & (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91, 15–30.CrossRefGoogle Scholar
, , & (2007). Discriminating between second language learning text-types. In & (Eds.), Proceedings of the 20th International Florida Artificial Intelligence Research Society Conference (pp. 205–210). Menlo Park, California: The AAAI Press.Google Scholar
, & (2008). Assessing second language reading texts at the intermediate level: An approximate replication of Crossley, Louwerse, McCarthy, and McNamara (2007). Language Teaching, 41, 229–409.CrossRefGoogle Scholar
, & (2009). Computational assessment of lexical differences in L1 and L2 writing. Journal of Second Language Writing, 18, 119–135.CrossRefGoogle Scholar
, & (2010). Cohesion, coherence, and expert evaluations of writing proficiency. In & (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 984–989). Austin, TX: Cognitive Science Society.Google Scholar
, & (2011a). Text coherence and judgments of essay quality: Models of quality and coherence. In , , & (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1236–1231). Austin, TX: Cognitive Science Society.Google Scholar
, & (2011b). Understanding expert ratings of essay quality: Coh-Metrix analyses of first and second language writing. International Journal of Continuing Engineering Education and Life, 21, 170–191.Google Scholar
, & (2012a). Detecting the first language of second language writers using automated indices of cohesion, lexical sophistication, syntactic complexity and conceptual knowledge. In & (Eds.), Approaching language transfer through text classification: Explorations in the detection-based approach (pp. 106–126). Bristol, UK: Multilingual Matters.Google Scholar
, & (2012b). Interlanguage Talk: A computational analysis of non-native speakers’ lexical production and exposure. In & (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 425–437). Hershey, PA: IGI Global.CrossRefGoogle Scholar
, , , & (2011). Predicting human scores of essay quality using computational indices of linguistic and textual features. In , , , & (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education. (pp. 438–440). Auckland, New Zealand: AIED.CrossRefGoogle Scholar
, , , & (2008). LSA as a measure of coherence in second language natural discourse. In , , & (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1906–1911). Washington, DC: Cognitive Science Society.Google Scholar
, , & (2009). Measuring L2 lexical growth using hypernymic relationships. Language Learning, 59, 307–334.CrossRefGoogle Scholar
, , & (2010a). The development of polysemy and frequency use in English second language speakers. Language Learning, 60, 573–605.CrossRefGoogle Scholar
, , & (2010b). The development of semantic relations in second language speakers. A case for Latent Semantic Analysis. Vigo International Journal of Applied Linguistics, 7, 55–74.Google Scholar
, , & (2010c). The role of lexical cohesive devices in triggering negotiations for meaning. Issues in Applied Linguistics, 18, 55–80.Google Scholar
, , , & (2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28, 282–311.CrossRefGoogle Scholar
(1995). Proceedings of the Sixth Message Understanding Conference (MUC-6). San Francisco: Morgan Kaufman Publishers.Google Scholar
(2006). Comprehension of prescription drug information: Overview of a research program. In Proceedings of the American Association for Artificial Intelligence, Argumentation for Consumer Healthcare. Retrieved September 16, 2013, from
, , & (1983). The activation of antecedent information during the processing of anaphorix reference in reading. Journal of Verbal Learning and Verbal Behavior, 22, 121–132.CrossRefGoogle Scholar
, , & (2007). Using phrasal verbs as an index to distinguish text genres. In and (Eds.), Proceedings of the Twentieth International Florida Artificial Intelligence Research Society Conference (pp. 217–222). Menlo Park, CA: The AAAI Press.Google Scholar
, , , & (2006). Assigning grade level to textbooks: Is it just readability? In & (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1251–1256). Austin, TX: Cognitive Science Society.Google Scholar
, , , , & (2004). Automatic evaluation of aspects of document quality. In & (Eds.), Proceedings of the 22nd Annual International Conference on Design of Communication: The Engineering of Quality Documentation (pp. 14–16). New York: ACM Press.Google Scholar
, & (2009). A coh-metrix analysis of variation among biomedical abstracts. In Florida Artificial Intelligence Research Society Conference (pp. 237–242). Menlo Park, CA: The AAAI Press.Google Scholar
, , , & (2007). Qualifying text difficulty with automated indices of cohesion and semantics. In & (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 233–238). Austin, TX: Cognitive Science Society.Google Scholar
, , , & (2010). The linguistic correlates of conversational deception: Comparing natural language processing technologies. Applied Psycholinguistics, 31, 439–462.CrossRefGoogle Scholar
, , , & (2006). Using Coh-Metrix temporal indices to predict psychological measures of time. In & (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 190–195). Austin, TX: Cognitive Science Society.Google Scholar
, , , & (2007). Using temporal cohesion to predict temporal coherence in narrative and expository texts. Behavior Research Methods, 39, 212–223.CrossRefGoogle ScholarPubMed
, & (2006, July). It’s about time: Discriminating differences in temporality between genres. Poster presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN.Google Scholar
(Ed.). (1998). WordNet: An Electronic Lexical Database [CD-ROM]. Cambridge, MA: MIT Press.
(1948). A new readability yardstick. Journal of Applied Psychology, 32, 221–233.CrossRefGoogle ScholarPubMed
, & (1980). Writing in the college years: Some indices of growth. College Composition and Communication, 31, 311–324.CrossRefGoogle Scholar
, , & (1982). Referential continuity and the coherence of discourse. Cognition, 11, 29–46.CrossRefGoogle ScholarPubMed
(2001). Corpus variation and parser performance. In (Ed.), Proceedings of the 2001 Conference on Empirical Methods in Natural Language Processing (pp. 167–202). Pittsburgh, PA: NAACL.Google Scholar
, & (1980). Age of acquisition, imagery, concreteness, familiarity and ambiguity measures for 1944 words. Behavioral Research Methods and Instrumentation, 12, 395–427.CrossRefGoogle Scholar
, , , & (2006). Question Understanding Aid (QUAID): A web facility that helps survey methodologists improve the comprehensibility of questions. Public Opinion Quarterly, 70, 3–22.CrossRefGoogle Scholar
, , , & (2005). AutoTutor: An intelligent tutoring system with mixed-initiative dialogue. IEEE Transactions in Education, 48, 612–618.CrossRefGoogle Scholar
, , & (2011). A computer’s understanding of literature. Scientific Studies of Literature, 1, 24–33.Google Scholar
, , & (Eds.). (2003). Handbook of discourse processes. Mahwah, NJ: Lawrence Erlbaum.
, & (1991). Question answering in the context of scientific mechanisms. Journal of Memory and Language, 30, 186–209.CrossRefGoogle Scholar
, , & (1980). Structural components of reading time. Journal of Verbal Learning and Verbal Behavior, 19, 135–151.CrossRefGoogle Scholar
, , , & (2008). Automatic analyses of language, discourse, and situation models. In & (Eds.), New beginnings in literary studies (pp. 72–88). Cambridge: Cambridge Scholars Publishing.Google Scholar
, , & (2008). Agent technologies designed to facilitate interactive knowledge construction. Discourse Processes, 45, 298–322.CrossRefGoogle Scholar
, , , & (2007). Discourse cohesion in text and tutorial dialogue. Information Design Journal, 15, 199–213.Google Scholar
, & (2011). Computational analyses of multilevel discourse comprehension. Topics in Cognitive Science, 3, 371–398.CrossRefGoogle ScholarPubMed
, , & (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40, 223–234.CrossRefGoogle Scholar
, , & (2003). What do readers need to learn in order to process coherence relations in narrative and expository text? In & (Eds.), Rethinking reading comprehension (pp. 82–98). New York: Guilford Press.Google Scholar
, , , & (2004). Coh-Metrix: Analysis of text on cohesion and language. Behavior Research Methods, Instruments, and Computers, 36, 193–202.CrossRefGoogle Scholar
, , & (1997). Discourse comprehension. Annual Review of Psychology, 48, 163–189.CrossRefGoogle ScholarPubMed
, , & (2002). How does the mind construct and represent stories? In , , & (Eds.), Narrative impact: Social and cognitive foundations (pp. 231–263). Mahwah, NJ: Lawrence ErlbaumGoogle Scholar
, & (1996). Why stories? Some evidence, questions, and challenges. In (Ed.), Knowledge and memory: The real story (pp. 121–132). Hillsdale, NJ: Erlbaum.Google Scholar
, , & (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395.CrossRefGoogle ScholarPubMed
(1999). Classic readability formulas in an EFL context: Are they valid for Japanese speakers? Unpublished doctoral dissertation, Temple University, Philadelphia, PA, United States (University Microfilms No. 99–38670).
, & (1985). Component processes in text comprehension and some of their interactions. Journal of Experimental Psychology: General, 114, 357–374.CrossRefGoogle Scholar
, , , , & (2007). A Coh-Metrix assessment of American and English/Welsh Legal English. Coyote Papers: Psycholinguistic and Computational Perspectives. University of Arizona Working Papers in Linguistics, 15, 40–54.Google Scholar
, , , & (2007). On lying and being lied to: A linguistic analysis of deception in computer-mediated communication. Discourse Processes, 45, 1–23.CrossRefGoogle Scholar
, & (1974). What’s new? Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 515–521.CrossRefGoogle Scholar
, , , , & (2009). Assessment of LDAT as a grammatical diversity assessment tool. In & (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) International Conference (pp. 249–253). Menlo Park, CA: The AAAI Press.Google Scholar
, , , , , & (2005). Using LSA to automatically identify givenness and newness of noun-phrases in written discourse. In (Ed.), Proceedings of the 27th Annual Meeting of the Cognitive Science Society (pp. 941–946). Mahwah, NJ: Erlbaum.Google Scholar
, , , & (2006). Evaluating state-of-the-art treebank-style parsers for Coh-Metrix and other learning technology environments. Natural Language Engineering, 12, 131–144.CrossRefGoogle Scholar
(1998). Schematization. In & (Eds.), Representation and processing of spatial expressions (pp. 149–162). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
, , , , , & (2003). A revised algorithm for Latent Semantic Analysis. Proceedings of the 2003 International Joint Conference on Artificial Intelligence (pp. 1489–1491). San Francisco: Morgan Kaufmann.Google Scholar
(1996). Toward a new theory of writing assessment. College Composition and Communication, 47, 549–566.CrossRefGoogle Scholar
(2002). Short texts, best-fitting curves and new measures of lexical diversity. Language Testing, 19, 57–84.CrossRefGoogle Scholar
, & (1971). Comprehension of negation with quantification. Journal of Verbal Learning and Verbal Behavior, 12, 21–31.CrossRefGoogle Scholar
, & (1987). The psychology of reading and language comprehension. Boston: Allyn & Bacon.Google Scholar
, & (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–149.CrossRefGoogle ScholarPubMed
(2004) How to write the methods section of a research paper. Respiratory Care Services, 49, 1229–1232.Google ScholarPubMed
(2012). Cognitive load aspects of text processing. In , , & (Eds.), Cross-disciplinary advances in applied natural language processing: Issues and approaches (pp. 114–132). Hershey, PA: Information Science Reference.CrossRefGoogle Scholar
, , , & (Eds.). (2010). Handbook of reading research (Vol. 4). New York: Routledge
, , & (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281–300.CrossRefGoogle Scholar
(1981). Constraints on knowledge and cognitive development. Psychological Review, 88, 197–227.CrossRefGoogle Scholar
(1978). Good and bad structure in simple paragraphs: Effects on apparent theme, reading time, and recall. Journal of Verbal Learning and Verbal Behavior, 17, 13–28.CrossRefGoogle Scholar
, , , & (1975). Derivation of new readability formulas for navy enlisted personnel. Branch Report 8–75. Millington, TN: Chief of Naval Training.CrossRefGoogle Scholar
, & (1979). Toward a theory of early writing development. Research in the Teaching of English, 13, 243–255.Google Scholar
(1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological review, 95, 163–182.CrossRefGoogle ScholarPubMed
(1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.Google Scholar
, & (1973). Reading rate and retention as a function of the number of propositions in the base structure of sentences. Cognitive Psychology, 5, 257–274.CrossRefGoogle Scholar
, , , , & (1975). Comprehension and recall of text as a function of content variables. Journal of Verbal Learning and Verbal Behavior, 14, 196–214.CrossRefGoogle Scholar
, & (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363–394.CrossRefGoogle Scholar
, & (2011). Word maturity: Computational modeling of word knowledge. In Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics: Human Language Technologies (pp. 299–308). Portland, OR: Association for Computational Linguistics.Google Scholar
, , & (1987). The DRP: An effective measure in reading. New York: College Entrance Examination Board.Google Scholar
, & (2012). The hierarchy of detective fiction. In & (Eds.), Proceedings of the 24rd International Florida Artificial Intelligence Research Society Conference (pp. 257–262). Menlo Park, CA: The AAAI Press.Google Scholar
, & (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104, 211–240.CrossRefGoogle Scholar
, , & (2003). Automatic essay assessment. Assessment in Education: Principles, Policy & Practice, 10, 295–308.CrossRefGoogle Scholar
, , , & (Eds.). (2007). Handbook of latent semantic analysis. Mahwah, NJ: Erlbaum.
, & (1994). An algorithm for pronominal coreference resolution. Computational Linguistics, 20, 535–561.Google Scholar
, , & (2008). SPSS for intermediate statistics: Use and interpretation. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
, & (Eds.). (1982). Strategies for natural language processing. Hillsdale, NJ: Lawrence Erlbaum.
(1995). CYC: A large-scale investment in knowledge infrastructure. Communication of the ACM, 38, 32–38.CrossRefGoogle Scholar
, , , & (2007a). The structural organization of high school educational texts. In & (Eds.), Proceedings of the 20th International Florida Artificial Intelligence Research Society Conference (pp. 235–240). Menlo Park, California: The AAAI Press.Google Scholar
, , , & (2007b). Using computation text analysis tools to compare the lyrics of suicidal and non-suicidal song-writers. In & (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1217–1222). Austin, TX: Cognitive Science Society.Google Scholar
, , , , , & (2000). Effects of causal text revisions on more-and less-skilled readers’ comprehension of easy and difficult texts. Cognition and Instruction, 18, 525–556.CrossRefGoogle Scholar
, , & (1994). Individual differences in the time course of inferential processing, Journal of Experimental Psychology, 20, 1245–1470.Google Scholar
, & (1993). Modifications that preserve language and content. In (Ed.), Simplification: Theory and application (pp. 29–52). Singapore: SEAMEO Regional Language Center.Google Scholar
(1994). The role of metadiscourse in persuasion. Technical Communication, 41, 348–352.Google Scholar
, , & (1987). Task effects and individual differences in on-line processing of the topic structure of a text. Discourse Processes, 24, 350–362.Google Scholar
(2001). An analytic and cognitive parameterization of coherence relations. Cognitive Linguistics, 12, 291–315.Google Scholar
, , , & (2004). Variation in language and cohesion across written and spoken registers. In , , & (Eds.), Proceedings of the 26th Annual Meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.Google Scholar
, , & (1994). The effects of thinking aloud during reading on students’ comprehension of more or less coherent text. Reading Research Quarterly, 29, 353–367.CrossRefGoogle Scholar
, , , , & (2011). Assessing comprehension during reading with the reading strategy assessment Tool (RSAT). Metacognition and Learning, 6, 131–154.CrossRefGoogle Scholar
, , , , & (2002). Using latent semantic analysis to assess reader strategies. Behavior Research Methods, Instruments, & Computers, 34, 181–188.CrossRefGoogle ScholarPubMed
, & (1988). Rhetorical Structure Theory: Toward a functional theory of text organization. Text, 8, 243–281.CrossRefGoogle Scholar
(2000). The theory and practice of discourse parsing and summarization. Cambridge, MA: MIT Press.Google Scholar
, , & (1993). Building a large annotated corpus of English: The Penn Treebank. Computational Linguistics, 19, 313–330.Google Scholar
, & (Eds.). (2012). Applied natural language processing and content analysis: Identification, investigation, and resolution. Hershey, PA: IGI Global.CrossRef
, , , & (2007). Textual signatures: Identifying text-types using latent semantic analysis to measure the cohesion of text structures. In & (Eds.), Natural language processing and text mining (pp. 107–122). London: Springer-Verlag UK.CrossRefGoogle Scholar
, , , , , & (2012). Newness and givenness of information: Automated identification in written discourse. In & (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 457–478). Hershey, PA: IGI Global.CrossRefGoogle Scholar
, , & (2009). The components of paraphrase evaluations. Behavioral Research Methods, 41, 682–690.CrossRefGoogle ScholarPubMed
, , , , , , & (2009). A computational analysis of journal abstracts written by Japanese, American, and British scientists. The ESPecialist, 30, 141–173.Google Scholar
, & (2007). A theoretical and empirical evaluation of vocd. Language Testing, 24, 459–488.CrossRefGoogle Scholar
, & (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42, 381–392.CrossRefGoogle ScholarPubMed
, & (2013). From intrinsic to extrinsic issues of lexical diversity assessment: An ecological validation study. In & (Eds.), Vocabulary knowledge: Human ratings and automated measures (pp. 45–78). Amsterdam: Benjamins.CrossRefGoogle Scholar
, , , , , & (2007). A Coh-Metrix analysis of discourse variation in the texts of Japanese, American, and British Scientists. Foreign Languages for Specific Purposes, 6, 46–77.Google Scholar
, , , & (2006). Analyzing writing styles with Coh-Metrix. In Proceedings of the Florida Artificial Intelligence Research Society International Conference (pp. 764–769). Menlo Park, CA: AAAI Press.Google Scholar
, & (2007). Are seven words all we need? Recognizing genre at the sub-sentential level. In and (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1295–1300). Austin, TX: Cognitive Science Society.Google Scholar
, , , , & (2009). Are three words all we need? A psychological and computational study of sub-sentential genre recognition. Journal for Language Technology and Computational Linguistics, 24, 23–55.Google Scholar
, , , , , & (2008). Identifying topic sentencehood. Behavior Research and Methods, 40, 647–664.CrossRefGoogle ScholarPubMed
, , , , , & (2007). Assessing entailer with a corpus of natural language. In & (Eds.), Proceedings of the 20th International Florida Artificial Intelligence Research Society Conference (pp. 247–252). Menlo Park, California: The AAAI Press.Google Scholar
, , , , & (2008). Assessing forward-, reverse-, and average-entailment indices on natural language input from the intelligent tutoring system, iSTART. In & (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 165–170). Menlo Park, CA: The AAAI Press.Google Scholar
, , & (2012). The Gramulator: A tool to identify differential linguistic features of correlative text types. In & (Eds.), Applied natural language processing: Identification, investigation, and resolution (pp. 312–333). Hershey, PA: IGI Global.CrossRefGoogle Scholar
(1986). Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language, 25, 431–444.CrossRefGoogle Scholar
, & (1982). Coherence and connectedness in the development of discourse production. Text, 2, 113–139.CrossRefGoogle Scholar
(1997). Comprehension skill: A knowledge-based account. In & (Eds.), Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society (pp. 508–513). Hillsdale, NJ: Erlbaum.Google Scholar
(2001). Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55, 51–62.CrossRefGoogle ScholarPubMed
(2004). SERT: Self-explanation reading training. Discourse Processes, 38, 1–30.CrossRefGoogle Scholar
(2011). Computational methods to extract meaning from text and advance theories of human cognition. Topics in Cognitive Science, 2, 1–15.Google Scholar
(2013). The epistemic stance between the author and the reader: A driving force in the cohesion of text and writing. Discourse Studies, 15, 1–17.CrossRefGoogle Scholar
, , , & (2007). Evaluating self-explanations in iSTART: Comparing word-based and LSA algorithms. In , , , & (Eds.), Handbook of latent semantic analysis (pp. 227–241). Mahwah, NJ: Erlbaum.Google Scholar
, , & (2007). Optimizing LSA measures of cohesion. In , , , & (Eds.), Handbook of latent semantic analysis (pp. 379–400). Mahwah, NJ: Erlbaum.Google Scholar
, , & (2010). Linguistic features of writing quality. Written Communication, 27, 57–86.CrossRefGoogle Scholar
, , & (2013). Natural language processing in an intelligent writing strategy tutoring system. Behavior Research Methods, 45, 499–515.CrossRefGoogle Scholar
, & (2011). Reader expectations of question formats and difficulty: Targeting the zone. In , , & (Eds.), Text relevance and learning from text (pp. 321–352). Charlotte, NC: Information Age Publishing.Google Scholar
, & (2012). Coh-Metrix: An automated tool for theoretical and applied natural language processing. In & (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 188–205). Hershey, PA: IGI Global.CrossRefGoogle Scholar
, , & (2012). Sources of text difficulty: Across genres and grades. In , , & (Eds.), Measuring up: Advances in how we assess reading ability (pp. 89–116). Plymouth, UK: Rowman & Littlefield Education.Google Scholar
, & (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247–287.CrossRefGoogle Scholar
, , , & (1996). Are good texts always better? Text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1–43.CrossRefGoogle Scholar
, , , & (2010). Coh-Metrix: Capturing linguistic features of cohesion. Discourse Processes, 47, 292–330.CrossRefGoogle Scholar
, & (2009). Towards a comprehensive model of comprehension. In (Ed.), The psychology of learning and motivation (Vol. 51, pp. 297–384). New York: Elsevier Science.CrossRefGoogle Scholar
, & (2004). Suppressing irrelevant information: Knowledge activation or inhibition?Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 465–482.Google ScholarPubMed
, , & (2011). Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge. International Electronic Journal of Elementary Education, 4, 229–257.Google Scholar
, , , & (2006). Validating Coh-Metrix. In & (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 573–578). Austin, TX: Cognitive Science Society.Google Scholar
, , , , , , , , , , , , , , , , , & (2012). The Writing-Pal: Natural language algorithms to support intelligent tutoring on writing strategies. In & (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 298–311). Hershey, PA: IGI Global.CrossRefGoogle Scholar
, & (2005). A review of the literature on marking reliability. London: National Assessment Agency.Google Scholar
, & (1998). Nurturing independent learners: Helping students take charge of their learning. Cambridge, MA: Brookline Books.Google Scholar
, & (2007). Web-based tutoring of the structure strategy: Theoretical background, design, and findings. In (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 347–375). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
, , , , & (1990). Introduction to WordNet: An on-line lexical database. Journal of Lexicography, 3, 235–244.CrossRefGoogle Scholar
, & (1980). Readability and recall of short prose passages: A Theoretical Analysis. Journal of Experimental Psychology: Human Learning and Memory, 6, 335–354.Google Scholar
, , & (1993). The impact of connectives on memory for expository texts. Applied Cognitive Psychology, 7, 317–340.CrossRefGoogle Scholar
, , , , & (2007). Assessing and improving comprehension with Latent Semantic Analysis. In , , , & (Eds.), Handbook of latent semantic analysis (pp. 207–225). Mahwah, NJ: Erlbaum.Google Scholar
, & (2010). Identifying varietals in the discourse of American and Korean scientists: A contrastive corpus analysis using the gramulator. In & (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society Conference (pp. 247–252). Menlo Park, CA: The AAAI Press.Google Scholar
, , , & (2012). Measures of text difficulty: Testing their predictive value for grade levels and student performance. New York: Student Achievement Partners.Google Scholar
, & (2007). Issues of causality in children’s reading comprehension. In & (Eds.), Cognitive bases of children’s language comprehension difficulties. New York: Guilford.Google Scholar
, , & (1990). Understanding of causal expressions in skilled and less skilled text comprehenders. British Journal of Developmental Psychology, 8, 401–410.CrossRefGoogle Scholar
(1984). Inferential and memory skills in children’s comprehension of stories. British Journal of Educational Psychology, 54, 31–39.CrossRefGoogle Scholar
, & (1996). Higher order factors in comprehensive disability: Processes and remediation. In & (Eds.), Reading comprehension difficulties: Processes and remediation (pp. 69–93). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
, , , & (1998). Updating a situation model: A memory-based text processing view. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1200–1210.Google ScholarPubMed
, , & (2004). Self-explanation reading training: Effects for low-knowledge readers. In , , & (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1053–1058). Mahwah, NJ: Erlbaum.Google Scholar
, & (2007). Reversing the reverse cohesion effect: Good texts can be better for strategic, high-knowledge readers. Discourse Processes, 43, 121–152.CrossRefGoogle Scholar
, , , , & (2007). Influence of question format and text availability on assessment of expository text comprehension. Cognition & Instruction, 25, 399–438.CrossRefGoogle Scholar
, , , & (2010). Contributions of self-explanation to comprehension of high and low cohesion texts. Discourse Processes, 47, 641–667.CrossRefGoogle Scholar
, , & (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19, 228–242.CrossRefGoogle Scholar
, , , & (2008). Where’s the difficulty in standardized reading tests: The passage or the question?Behavior Research Methods, 40, 1001–1015.CrossRefGoogle ScholarPubMed
, & (1995). The computer moves into essay grading: Updating the ancient test. Phi Delta Kappan, 76, 561–565.Google Scholar
, , & (1968). Concreteness, imagery and meaningfulness values for 925 words. Journal of Experimental Psychology Monograph Supplement, 76 (3, Part 2).CrossRefGoogle Scholar
, , & (2005). The Proposition Bank: An annotated corpus of semantic roles. Computational Linguistics, 31, 71–106.CrossRefGoogle Scholar
, , , , & (2007). The development and psychometric properties of LIWC2007. Austin, TX: LIWC.net.Google Scholar
, , & (2001). Linguistic inquiry and word count (LIWC) (Version LIWC2001) [Computer software]. Mahwah, NJ: Erlbaum.Google Scholar
(2011). The secret life of pronouns: What our words say about us. London: Bloomsbury Press.Google Scholar
, , , & (2010). Informational text use in preschool classroom read-alouds. The Reading Teacher, 63, 656–665.CrossRefGoogle Scholar
(2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383.CrossRefGoogle Scholar
, , & The acquisition of reading comprehension skill. In & (Eds.), The science of reading: A handbook (pp. 227–247). Oxford: Blackwell.
, & (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27, 169–226.CrossRefGoogle Scholar
(1991). A study of topic sentence use in technical writing. The Technical Writing Teacher, 18, 49–58.Google Scholar
(1981). Toward a taxonomy of given-new information. In (Ed.), Radical pragmatics (pp. 223–255). New York: Academic Press.Google Scholar
, , , , & (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 289–312.CrossRefGoogle Scholar
(1998) Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372–422.CrossRefGoogle Scholar
, , , , & (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2), 31–74.CrossRefGoogle ScholarPubMed
, , , & (2012). Maximizing ANLP evaluation: Harmonizing flawed input. In & (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 438–456). Hershey, PA: IGI Global.CrossRefGoogle Scholar
, & (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573–605.CrossRefGoogle Scholar
, , , & (2011). Automated assessment of paragraph quality: Introductions, body, and conclusion paragraphs. In & (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 281–286). Menlo Park, CA: AAAI Press.Google Scholar
, & (2008). Inhibition needs no negativity: Negativity links in the construction-integration model. In , , & (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1777–1782). Washington, DC: Cognitive Science Society.Google Scholar
(1995). Introduction. In (Ed.), Remembering our past: Studies in autobiographical memory (pp. 1–15). New York: Cambridge University Press.Google Scholar
, , & (2011). Fairy tales and ESL texts: An analysis of linguistic features using the gramulator. In & (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 287–292). Menlo Park, CA: AAAI Press.Google Scholar
(2004). A first exercise for evaluating logic form identification systems. In Proceedings Third International Workshop on the Evaluation of Systems for the Semantic Analysis of Text (SENSEVAL-3), at the Association of Computational Linguistics Annual Meeting, July. Barcelona, Spain: ACL.Google Scholar
, , , & (2008). A study of textual entailment. International Journal on Artificial Intelligence Tools, 17, 659–685.CrossRefGoogle Scholar
, & (2009). Understanding the fourth-grade slump: Our point of view. Educational Forum, 73, 67–74.CrossRefGoogle Scholar
(1997). Semantic and pragmatic sources of coherence: On the categorization of coherence relations in context. Discourse Processes, 24, 119–147.CrossRefGoogle Scholar
, & (2000). The role of coherence relations and their linguistic markers in text processing. Discourse Processes, 29, 37–60.CrossRefGoogle Scholar
, , & (1992).Toward a taxonomy of coherence relations. Discourse Processes, 15, 1–35.CrossRefGoogle Scholar
, & (1977). Scripts, plans, goals, and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Erlbaum.Google Scholar
, & (1995). A corpus-based probabilistic grammar with only two nonterminals. In Fourth International Workshop on Parsing Technologies (pp. 260–270). Prague/Karlovy Vary, Czech Republic.Google Scholar
, , & (1982). Cloze as a measure of intersentential comprehension. Reading Research Quarterly, 17, 229–255.CrossRefGoogle Scholar
, & (2007). Psychological studies of higher language processes: Behavioral and empirical approaches. In & (Eds.), Higher level language processes in the brain: Inference and comprehension processes (pp. 9–25). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
, & (1996). The role of working memory capacity and knowledge access in text inference processing. Memory & Cognition, 24, 733–743.CrossRefGoogle ScholarPubMed
(2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation.Google Scholar
, , & (Eds.). (2012). The Cambridge handbook of psycholinguistics. Cambridge: Cambridge University Press.CrossRef
(1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–406.CrossRefGoogle Scholar
(1996). Measuring reading comprehension with the Lexile framework. Presented at the California Comparability Symposium, October, Durham, NC. Retrieved January 30, 2006 from
(1981). Aspects of article introductions. Birmingham, UK: The University of Aston, Language Studies Unit.Google Scholar
, & (Eds.). (2003). Rethinking reading comprehension. New York: Guilford.
(1982). Oral and literate strategies in spoken and written narratives. Language, 58, 1–21.CrossRefGoogle Scholar
(1957). Certain language skills in children: Their development and interrelationships. Minneapolis: The University of Minnesota Press.CrossRefGoogle Scholar
(1995). Representing time in natural language: The dynamic interpretation of tense and aspect. Cambridge, MA: The MIT Press.
, & (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612–630.CrossRefGoogle Scholar
(1998). The effects of the amount and the type of simplification on foreign language reading comprehension. Reading in a Foreign Language, 11, 191–206.Google Scholar
, , & (2005). Integrating memory-based and constructionist approaches in accounts of reading comprehension. Discourse Processes, 39, 299–316.CrossRefGoogle Scholar
(1985). Some exploratory discourse on metadiscourse. College Composition and Communication, 36, 82–93.CrossRefGoogle Scholar
, , , , , & (2007). When are tutorial dialogues more effective than reading?Cognitive Science, 31, 3–62.CrossRefGoogle ScholarPubMed
, , & (2010). Towards a computational assessment of freewriting quality. In & (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 283–288). Menlo Park, CA: The AAAI Press.Google Scholar
, , & (1991). Working-memory capacity and the use of elaborative inferences in text comprehension. Discourse Processes, 14, 133–145.CrossRefGoogle Scholar
(2007). Literacy in the curriculum: Integrating text structure and content area instruction. In (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 199–219). Mahwah, NJ: Erlbaum.Google Scholar
, , & (1994). Effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44(2), 189–219.CrossRefGoogle Scholar
, & (1988). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79, 173–186.CrossRefGoogle Scholar
(1949). Human behavior and the principle of least effort. Reading, MA: Addison- Wesley.Google Scholar
(1994). Effect of genre expectations on text comprehension. Journal of Experimental Psychology: Learning, Memory, Cognition, 20, 920–933.Google Scholar
, , & (1995). Dimensions of situation model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 386–397.Google Scholar
, & (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162–185.CrossRefGoogle ScholarPubMed