Coh-Metrix
Providing Multilevel Analyses of Text Characteristics
Bibliographic Data
| ID | 9734396 |
|---|---|
| Authors | Arthur C Graesser (0000-0003-0345-6866, University of Memphis, corresponding author), D S Mcnamara (0000-0001-5869-1420, University of Memphis), Jonna M Kulikowich (0000-0002-9575-6577) |
| Year | 2011 |
| Volume | 40 |
| Issue | 5 |
| Pages | 223-234 |
| Publication date | 2011-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x11413260 |
| OpenAlex | W2063202923 |
| Language | EN |
| Citations received | 103 |
| References cited | 45 |
Computer analyses of text characteristics are often used by reading teachers, researchers, and policy makers when selecting texts for students. The authors of this article identify components of language, discourse, and cognition that underlie traditional automated metrics of text difficulty and their new Coh-Metrix system. Coh-Metrix analyzes texts on multiple measures of language and discourse that are aligned with multilevel theoretical frameworks of comprehension. The authors discuss five major factors that account for most of the variance in texts across grade levels and text categories: word concreteness, syntactic simplicity, referential cohesion, causal cohesion, and narrativity. They consider the importance of both quantitative and qualitative characteristics of texts for assigning the right text to the right student at the right time
Cognition · Cognitive psychology · Cohesion (chemistry · Concreteness · Epistemology · Linguistics · Natural language processing · Reading (process · Reading comprehension · Simplicity · Computer Science · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Text Readability and Simplification
Teaching linguistic argumentation through a writing-intensive approach
Educational Psychology
The Psychology and Pedagogy of Reading Processes
Automated Evaluation of Text and Discourse with Coh-Metrix
Syntactic and lexical development in an intensive English for Academic Purposes programme
Reading from paper compared to screens
Contribution of linguistic complexity to L2 learners’ perception on Chinese text comprehensibility and reading speed
R as a Lingua Franca
Multi-discourse Modes in Student Writing
Linguistic Features Distinguishing Students’ Writing Ability Aligned with Cefr Levels
Unravelling the Idiosyncrasy and Commonality in L2 Developmental Processes
Shifting dominance
A proposal for adapting tiered models of support to foreign language writing instruction
Text difficulty modulates the surprisal effect in self-paced reading
Artificial Intelligence to Support Oral Reading Fluency Assessment in English and Spanish for Students With Reading Disabilities
Associative lexical cohesion as a factor in text complexity
Readability assessment for text simplification
Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
Not all sentences are created equal
Ecological diversity methods improve quantitative examination of student language in short constructed responses in STEM
Validation Analysis During the Design Stage of Text Leveling
Predicting Audience-Rated News Quality
Writing impact case studies
From Text to Thought
Multidimensional interaction of L2 writing fluency and cohesion
Evolution and trends in intelligent tutoring systems research
Toward stealth assessment of reading comprehension
A cross-linguistic perspective on the relationship between syntactic complexity and Chinese L2 writing quality
Gist Inference Scores Predict Cloze Comprehension “In Your Own Words” for Native, Not ESL Readers
Children’s Narrative Retells
Corpus stylistic analysis of literary translation using multilevel linguistic measures
Message matters
Exploring the Relationship Between Plan Features and Argument Essay Performance
Mind wandering increases linearly with text difficulty
The effects of contextual diversity on incidental vocabulary learning
Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders
Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception
What is the best way to characterise the contributions of oral language to reading comprehension
Do research articles with more readable abstracts receive higher online attention? Evidence from Science
A Meta-Analysis of the Relation Between Syntactic Skills and Reading Comprehension
Revisiting complex text instruction
Syntactic Complexity in Adapted Teaching Materials
Low Literacy Levels Among U.S. Adults and Difficult Ballot Propositions
Systemic cohesion in social media conversations
Beyond Length
Análisis automático de la complejidad sintáctica de textos escolares
The influence of language knowledge and test components on reading comprehension scores
The effects of task complexity on linguistic complexity and perception in English native speakers’ and L2 speakers’ argumentative writing
Bringing order to chaos
Exploring the Impersonal Judgments and Personal Preferences of Raters in Rater-Mediated Assessments With Unfolding Models
Automated scoring of junior and senior high essays using Coh-Metrix features
Examining the factor structure and its replicability across multiple listening test forms
Understanding writing quality change
The epistemic stance between the author and reader
Natural language processing as a technique for conducting text‐based research
The influence of reader and text characteristics on sixth graders' inference making
What RTI Means for Content Area Teachers
Computational linguistics analysis of leaders during crises in authoritarian regimes
Estimación de la comprensibilidad en paneles de museos
Subcategorization frame identification for learner English
Effects of cooperative learning modes on reading comprehension
The effects of training on reading behaviour and performance in sight translation
Alsi
Ilsa
Measuring linguistic complexity in long‐term L2 speakers of English and L1 attriters of German
Psycholinguistic, Stroop, and self-report measurements of death anxiety
Nonlinearity and inter- and intra-individual variability in the extent of engagement in self-reflection and its role in second language writing
Syntactic complexity of research article part-genres
Comparing L2 learners’ writing against parallel machine-translated texts
Understanding genre differences in cohesive use of EFL Learners
L2 development in an intensive Study Abroad EAP context
Chinese intermediate English learners outdid ChatGPT in deep cohesion
Chasing Theory with Technology
Seeing Through the Character’s Eyes
Text analysis approach to measuring text social information in children’s picture books
A New Measure of Text Formality
For the Sake of All
A Data‐Driven Approach to Text Adaptation in Teaching Material Preparation
Informing the Science of Reading
An Exploration of Text Difficulty and Knowledge Support on Adolescents' Comprehension
The Contribution of Text Characteristics to Reading Comprehension
The Linguistic Pathways Model
The Role of Academic‐Language Features for Reading Comprehension of Language‐Minority Students and Students From Low‐ SES Families
The Word Complexity of Primary‐Level Texts
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Teaching biology with narratives
Automatically Measuring Question Authenticity in Real-World Classrooms
Research in Text and the Uses of Coh-Metrix
The Common Core State Standards’ Quantitative Text Complexity Trajectory
Syntactic Complexity as an Aspect of Text Complexity
Effects of disfluency in writing
The role of executive function in reading comprehension among beginning readers
A comparative study of text characteristics of CET-6, IELTS, and Toefl reading passages based on computational tools
Unraveling the differential effects of task rehearsal and task repetition on L2 task performance
From eye to cortex
Automated Discourse Analysis Techniques and Implications for Writing Assessment
Reading Comprehension in French L2/L3 Learners
Quantifying Semantic Linguistic Maturity in Children
Using Language
Variation across Speech and Writing
Cohesion in English
How Psychological Science Informs the Teaching of Reading
Coh-Metrix
Constructing inferences during narrative text comprehension.
Prior knowledge, reading skill, and text cohesion in the comprehension of science texts
The MRC Psycholinguistic Database
Updating a situation model
Reading Ability
Spoken and written language
Strategies of discourse comprehension
Human behavior and the principle of least effort.
Vocd
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
An analytic and cognitive parameterization of coherence relations
Reversing the Reverse Cohesion Effect
Coh-Metrix
Learning from texts
Beginning to Read
Matthew Effects in Reading
Assessing Readability
Trust Matters
Web‐Based Tutoring of the Structure Strategy With or Without Elaborated Feedback or Choice for Fifth‐ and Seventh‐Grade Readers
National Reports in Literacy
Nested Learning Systems for the Thinking Curriculum
American Educational Research Journal, 1964-1968
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Success for All
Question Understanding Aid (Quaid)
Introduction to WordNet
Situation models in language comprehension and memory
| Unique citing works | 103 |
|---|---|
| Citations per year | 6,87 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 102 |