Journal
EDUCATIONAL RESEARCHER
Volume 40, Issue 5, Pages 223-234Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0013189X11413260
Keywords
cognition; comprehension; computer applications; content analysis; discourse processes; language processes; technology; textual analysis
Categories
Funding
- Direct For Computer & Info Scie & Enginr
- Div Of Information & Intelligent Systems [0834847] Funding Source: National Science Foundation
- Direct For Social, Behav & Economic Scie
- Division Of Behavioral and Cognitive Sci [0904909] Funding Source: National Science Foundation
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Computer analyses of text characteristics are often used by reading teachers, researchers, and policy makers when selecting texts for students. The authors of this article identify components of language, discourse, and cognition that underlie traditional automated metrics of text difficulty and their new Coh-Metrix system. Coh-Metrix analyzes texts on multiple measures of language and discourse that are aligned with multilevel theoretical frameworks of comprehension. The authors discuss five major factors that account for most of the variance in texts across grade levels and text categories: word concreteness, syntactic simplicity, referential cohesion, causal cohesion, and narrativity. They consider the importance of both quantitative and qualitative characteristics of texts for assigning the right text to the right student at the right time.
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