TY - JOUR
T1 - Leveraging a multidimensional linguistic analysis of constructed responses produced by college readers
AU - Magliano, Joseph P.
AU - Flynn, Lauren
AU - Feller, Daniel P.
AU - McCarthy, Kathryn S.
AU - McNamara, Danielle S.
AU - Allen, Laura
N1 - Funding Information:
This study was supported by grants awarded by the Institute of Education Sciences, US Department of Education (R305A190063 and R305A150193).
Publisher Copyright:
Copyright © 2022 Magliano, Flynn, Feller, McCarthy, McNamara and Allen.
PY - 2022/8/10
Y1 - 2022/8/10
N2 - The goal of this study was to assess the relationships between computational approaches to analyzing constructed responses made during reading and individual differences in the foundational skills of reading in college readers. We also explored if these relationships were consistent across texts and samples collected at different institutions and texts. The study made use of archival data that involved college participants who produced typed constructed responses under thinking aloud instructions reading history and science texts. They also took assessments of vocabulary knowledge and proficiency in comprehension. The protocols were analyzed to assess two different ways to determine their cohesion. One approach involved assessing how readers established connections with themselves (i.e., to other constructed responses they produced). The other approach involved assessing connections between the constructed responses and the texts that were read. Additionally, the comparisons were made by assessing both lexical (i.e., word matching) and semantic (i.e., high dimensional semantic spaces) comparisons. The result showed that both approaches for analyzing cohesion and making the comparisons were correlated with vocabulary knowledge and comprehension proficiency. The implications of the results for theory and practice are discussed.
AB - The goal of this study was to assess the relationships between computational approaches to analyzing constructed responses made during reading and individual differences in the foundational skills of reading in college readers. We also explored if these relationships were consistent across texts and samples collected at different institutions and texts. The study made use of archival data that involved college participants who produced typed constructed responses under thinking aloud instructions reading history and science texts. They also took assessments of vocabulary knowledge and proficiency in comprehension. The protocols were analyzed to assess two different ways to determine their cohesion. One approach involved assessing how readers established connections with themselves (i.e., to other constructed responses they produced). The other approach involved assessing connections between the constructed responses and the texts that were read. Additionally, the comparisons were made by assessing both lexical (i.e., word matching) and semantic (i.e., high dimensional semantic spaces) comparisons. The result showed that both approaches for analyzing cohesion and making the comparisons were correlated with vocabulary knowledge and comprehension proficiency. The implications of the results for theory and practice are discussed.
KW - college readers
KW - comprehension
KW - constructed responses
KW - individual differences
KW - natural language processing
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U2 - 10.3389/fpsyg.2022.936162
DO - 10.3389/fpsyg.2022.936162
M3 - Article
AN - SCOPUS:85136874539
SN - 1664-1078
VL - 13
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 936162
ER -