Computational Text Analysis and Reading Comprehension Exam by Trisevgeni Liontou

By Trisevgeni Liontou

This ebook delineates quite a number linguistic positive aspects that characterise the examining texts used on the B2 (Independent consumer) and C1 (Proficient consumer) degrees of the Greek country certificates of English Language skillability tests with a purpose to support outline textual content hassle in step with point of competence. furthermore, it examines no matter if particular reader variables effect try takers’ perceptions of analyzing comprehension hassle. the tip product is a textual content type Profile consistent with point of competence and a formulation for instantly estimating textual content hassle and assigning degrees to texts continually and reliably based on the needs of the examination and its candidature-specific features.

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Extra info for Computational Text Analysis and Reading Comprehension Exam Complexity: Towards Automatic Text Classification

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2001: 307) investigated the correlation between two Spanish readability formulas and Spanish-speaking second graders’ reading performance in nine elementary-level stories. Interestingly, when the oral reading accuracy of the students was compared to the difficulty levels suggested by the formulas, the analysis showed that the Spanish readability formulas only weakly predicted student performance, indicating the need to pursue broader indices of difficulty for Spanish texts (ibid: 307). , 2001: 308; Spadorcia, 2005: 37).

More recently, Crossley et al. e. lexical co-referentiality, syntactic sentence similarity and word frequency. Drawing on Greenfield’s study, Crossley et al. (2008a: 487) analyzed the same set of 23 texts using Coh-Metrix and found that the inclusion of the aforementioned variables yielded a more accurate prediction of reading difficulty than traditional readability measures. However, their study was neither large enough (31 texts and scores from 20 students per text) nor sufficiently broad in text genre coverage, since their passage set included only academic texts taken from secondary coursebooks.

So, test designers need to focus on making their reading texts as relevant as possible to the described levels of their exam on an a priori basis and systematically adhere to a set of validated text selection criteria for the construct validity of their exams to be preserved. Thus, more research on reading comprehension will help us better define text difficulty in terms of actual reader performance on specific text types and further explore the effect of complex linguistic features on task-based performance across a variety of text types.

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