A Comparative Analysis of NAEA English Reading Passages for Middle and High School Students Using Coh-Metrix
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초록
This study aims to identify differences of English reading passages in the National Assessment of Educational Achievement (NAEA) for middle and high school students. For this study, 208 NAEA English reading passages from the five consecutive years from 2015 to 2019 were extracted. The two research questions consider the differences of two tests, and correlations among the selected Coh-Metrix indices such as descriptive measures, lexical characteristics, syntactic complexity, discourse patterns, and readability level. The extracted reading passages were analyzed based on 17 selected Coh-Metrix indices related to each selected index. As for the differences of two tests, descriptive measures, lexical difficulty and readability level showed clear differences, whereas lexical diversity, syntactic complexity, and discourse patterns did not present critical gaps between the two tests. As for the correlations, the positive correlations between readability level and descriptive measures were inevitable in that the way to estimate the Flesch Reading Ease score and the Flesch-Kincaid Grade Level is based on the average number of syllables per word and words per sentence. Lexical diversity was negatively correlated to all the indices of discourse patterns. The implications and limitations of the current study are included.
Abstract
This study aims to identify differences of English reading passages in the National Assessment of Educational Achievement (NAEA) for middle and high school students. For this study, 208 NAEA English reading passages from the five consecutive years from 2015 to 2019 were extracted. The two research questions consider the differences of two tests, and correlations among the selected Coh-Metrix indices such as descriptive measures, lexical characteristics, syntactic complexity, discourse patterns, and readability level. The extracted reading passages were analyzed based on 17 selected Coh-Metrix indices related to each selected index. As for the differences of two tests, descriptive measures, lexical difficulty and readability level showed clear differences, whereas lexical diversity, syntactic complexity, and discourse patterns did not present critical gaps between the two tests. As for the correlations, the positive correlations between readability level and descriptive measures were inevitable in that the way to estimate the Flesch Reading Ease score and the Flesch-Kincaid Grade Level is based on the average number of syllables per word and words per sentence. Lexical diversity was negatively correlated to all the indices of discourse patterns. The implications and limitations of the current study are included.
참고문헌 (42)
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