Deane, P., Sheehan, K. M., Sabatini, J., Futagi, Y., & Kostin, I. (2006). Differences in text structure and its implications for assessment of struggling readers. Scientific Studies of Reading, 10(3), 257-275. https://www.tandfonline.com/doi/abs/10.1207/s1532799xssr1003_4?casa_token=k2fPLlpLmv4AAAAA:HEcsHh_7RCERWzGj6T266AcwoONplOQSnyD_TeHtmeAoj1zVYV5JZIPO3AhF5a-w4EHw2FAgXQcnew

University of Michigan - Ann Arbor

Researchers studied whether the use of automatic natural language processing (NLP) on lexical and discourse/topic variations affects reading comprehension for students in grades 3-6
- RQ1: “Are there identifiable dimensions of lexical variation among these texts?”
- RQ2: “Are there identifiable dimensions of discourse-genre variation among these texts?”
- RQ3: “Thus, what are major differences among third- to sixth-grade texts (which may in turn indicate sources of reading comprehension difficulties for struggling readers)?”

Differences in text structure and its implications for assessment of struggling readers

- Paradigmatic sets: words are used to describe the same things; words used alternatively
- Syntagmatic patterns: identifying combinations of paradigmatic sets that form patterns to aid one’s understanding of a topic
- Lexical set: a group of words that refer to the same topic, either because they are synonyms or are used together for a topic

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