Beyond first grade: examining word, sentence, and discourse text factors associated with oral reading rate in informational text in second grade

Tortorelli, Laura

doi:10.1007/s11145-019-09956-5

Cited by 10 publications

(18 citation statements)

References 63 publications

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“…In other words, problems with decoding may be reflected in poor processing on a sentence level, although contextual information could compensate for insufficient decoding skills. Indeed, previous studies have demonstrated that contextual information was predictive of oral reading rate in second grade children (Tortorelli, 2020) and that text higher text complexity was associated with reading errors in 9-15 years old children (Nguyen et al, 2020). The way language comprehension and text decoding are related differs between languages (Koda, 2007).…”

Section: Individual Differences In L2 Wti and Reading Comprehensionmentioning

confidence: 95%

Word-to-text integration in English as a second language reading comprehension

et al. 2020

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We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n = 441) learning English as a second language (L2). The students performed a self-paced WTI reading task in Fall (T1) and Spring (T2), consisting of three text manipulation types (anaphora resolution, argument overlap, anomaly detection), divided in simple and complex passages. The passages contained proximate versus distant anaphora, explicit repetitions versus implicit inferences, and no anomalies versus anomalies. We first examined how WTI complexity was related to reading times on target, target plus one, and target plus two, controlling for word frequency, decoding fluency, gender, and age. Mixed-effects models showed shorter reading times on T2 than on T1 and for simple compared to complex passages, indicating improvement of L2 reading speed. Complexity affected WTI for our L2 learners, as was reflected by longer reading times on complex compared to simple argument overlap and anomaly detection passages. We then assessed whether reading comprehension could be predicted by WTI. Longer reading times on complex compared to simple argument overlap and anomaly detection passages predicted offline reading comprehension. These WTI-measures of complexity are thus indicators of WTI proficiency for novice L2 learners.

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Section: Individual Differences In L2 Wti and Reading Comprehensionmentioning

confidence: 95%

Word-to-text integration in English as a second language reading comprehension

et al. 2020

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“…Whereas a vast literature exists on how reader characteristics impact reading comprehension, comparatively fewer studies have examined the influence of text‐based features on reading comprehension outcomes above and beyond person‐level characteristics. Notably, most of these investigations have focused on adolescent (e.g., Barth, Tolar, Fletcher, & Francis, 2014; Kulesz, Francis, Barnes, & Fletcher, 2016) or adult populations (e.g., Follmer & Sperling, 2018); only two known studies to date (McNamara, Ozuru, & Floyd, 2011; Tortorelli, 2020) have investigated the interactions between SVR‐based reader characteristics and text characteristics in elementary‐age students. This is crucial because there are significant developmental shifts in the predictive associations between reader characteristics and reading outcomes in elementary school (e.g., decoding ability is particularly important for young readers; García & Cain, 2014).…”

Section: Theories Of Reading Comprehensionmentioning

confidence: 99%

“…In terms of studies focusing on elementary‐age readers, Tortorelli (2020) discovered, in a sample of 5,133 second‐grade students, that oral reading rate was influenced by discourse theory text variables, after controlling for isolated word reading and English learner status. Specifically, word concreteness and referential cohesion were positively associated, whereas deep cohesion was negatively associated, with oral reading rate (Tortorelli, 2020). Similarly, McNamara et al (2011) studied the impacts of cohesion and genre on reading comprehension in a sample of 65 fourth graders.…”

Section: Theories Of Reading Comprehensionmentioning

confidence: 99%

The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality

Pickren

Stacy

Tufo

et al. 2021

Reading Research Quarterly

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In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English‐speaking students between 8 years, 8 months and 11 years, 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension performance. Text characteristics, including indices of word frequency, number of pronouns, word concreteness, and deep cohesion, also predicted unique variance in reading comprehension performance over and above the simple view’s components. Additionally, the emotional charge of text (i.e., lexical ratings of arousal) predicted reading comprehension beyond traditional person‐level and text‐based characteristics. These findings add to a small but growing body of evidence suggesting that it is important to consider emotional charge in addition to person‐level and text‐based characteristics to better understand reading comprehension performance.

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“…Some researchers have also proposed new text analysis methods based on Coh-Metrix tools (Wolfe et al, 2019) or developed new application platforms (Shi et al, 2018;McNamara et al, 2013). In addition, relevant researchers have carried out some research on the measurement of text readability and complexity (Tortorelli, 2020;Spencer et al, 2019), which also provides some valuable guidance and reference for the selection of method in this paper.…”

Section: Coh-metrix Toolmentioning

confidence: 99%

Analysis of the scientific literature's abstract writing style and citations

Wang

Deng

2021

OIR

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PurposeThe citation counts are an important indicator of scholarly impact. The purpose of this paper is to explore the correlation between citations of scientific articles and writing styles of abstracts in papers and capture the characteristics of highly cited papers' abstracts.Design/methodology/approachThis research selected 10,000 highly cited papers and 10,000 zero-cited papers from the WOS (2008-2017) database. The Coh-Metrix 3.0 textual cohesion analysis tool was used to quantify the 108 language features of highly cited and zero-cited paper abstracts. The differences of the indicators with significant differences were analyzed from four aspects: vocabulary, sentence, syntax and readability.FindingsThe abstracts of highly cited papers contain more complex and professional words, more adjectives, adverbs, conjunctions and personal pronouns, but fewer nouns and verbs. The sentences in the abstracts of highly cited papers are more complex and the sentence length is relatively longer. The syntactic structure in abstracts of highly cited papers is relatively more complex and syntactic similarities between sentences are fewer. Highly cited papers' abstracts are less readable than zero-cited papers' abstracts.Originality/valueThis study analyses the differences between the abstracts of highly cited and those of zero-cited papers, reveals the common external and deep semantic features of highly cited papers in abstract writing styles, provide suggestions for researchers on abstract writing. These findings can help increase the scientific impact of articles and improve the review efficiency as well as the researchers' abstract writing skills.

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Beyond first grade: examining word, sentence, and discourse text factors associated with oral reading rate in informational text in second grade

Cited by 10 publications

References 63 publications

Word-to-text integration in English as a second language reading comprehension

Word-to-text integration in English as a second language reading comprehension

The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality

Analysis of the scientific literature's abstract writing style and citations

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