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Leveraging Constructed Responses to Understand Text Comprehension
Sat, April 15, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Radisson Blu Aqua Hotel, Chicago, Floor: 1st Floor, Atlantic ESession Type: Structured Poster Session
Abstract
The objective of this structured poster session is to present insights gained by a large-scale secondary data analysis project to explore how students derive meaning from texts as revealed by constructed responses (CRs) while reading. The participating authors have leveraged CRs (i.e., think aloud, self explanation) to understand reading processes, aspects of the reader, and text features that influence comprehension. They have conducted analyses using expert coding of comprehension strategies and computational approaches (natural language processing) to assess the linguistic and semantic features of constructed responses. The structured poster session comprises three themes 1) methods to understand, describe, and analyze CRs; 2) how CRs are affected by the reader, task and texts; 3) insights regarding the nature of comprehension.
Sub Unit
Chairs
Danielle S. McNamara, Arizona State University
Laura K. Allen, University of Minnesota
Kathryn McCarthy, Georgia State University
Joseph Magliano, Georgia State University
Papers
Quantified Qualitative Coding of Constructed Responses: Rubric Development (Poster 1) - Kathryn McCarthy, Georgia State University; Natalie Newton, Arizona State University
Leveraging Natural Language Processing to Uncover Comprehension Processes in Constructed Responses (Poster 2) - Laura K. Allen, University of Minnesota; Lauren Flynn, University of Minnesota
Analytic Methods for Analyzing Expert Coded and Computationally Processed Data From Constructed Responses (Poster 3) - Lauren Flynn, University of Minnesota; Danielle S. McNamara, Arizona State University; Laura K. Allen, University of Minnesota
Identifying How Comprehension Strategy Use Is Affected by Instructional Prompts, Education Levels, and Text Domain (Poster 4) - Natalie Newton, Arizona State University; Katerina Christhilf, Arizona State University
Patterns of Strategy Use When Understanding Scientific Texts (Poster 5) - Katerina Christhilf, Arizona State University; Natalie Newton, Arizona State University; Danielle S. McNamara, Arizona State University
Relations Between Cohesion in Constructed Responses and Individual Differences in Reading Literacy Skills (Poster 6) - Lauren Flynn, University of Minnesota; Joseph Magliano, Georgia State University; Laura K. Allen, University of Minnesota
The Influence of Prior Knowledge on Comprehension Processes During Reading (Poster 7) - Sarah Creer, University of New Hampshire; Laura K. Allen, University of Minnesota
Computational Analyses of Constructed Responses Reveal Levels of Comprehension (Poster 8) - Linh T. Huynh, Arizona State University; Michelle Banawan, Arizona State University; Katerina Christhilf, Arizona State University
Sourcing Strategy Use in Constructed Responses Within Multiple Document–Integrated Reading and Writing Tasks (Poster 9) - Michelle Banawan, Arizona State University; Kathryn McCarthy, Georgia State University
Text-Processing Patterns During Misinformation-Processing: A Contrasting Case Studies Approach (Poster 10) - Virginia Troemel, Georgia State University; Erica Kessler, University of Memphis; Jason Braasch, Georgia State University; Joseph Magliano, Georgia State University