Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis

Abstract

The viability of assessing reading strategies is studied based on think-aloud protocols combined with Latent Semantic Analysis (LSA). Readers in two studies thought aloud after reading specific focal sentences embedded in two stories. LSA was used to estimate the semantic similarity between readers' think-aloud protocols to the focal sentences and sentences in the stories that provided direct causal antecedents to the focal sentences. Study 1 demonstrated that according to human- and LSA-based assessments of the protocols, the responses of less-skilled readers semantically overlapped more with the focal sentences than with the causal antecedent sentences, whereas the responses of skilled readers overlapped with these sentences equally. In addition, the extent that the semantic overlap with causal antecedents was greater than the overlap with the focal sentences predicted performance on comprehension test questions and the Nelson-Denny test of reading skill. Study 2 replicated these findings and also demonstrated that the semantic overlap scores (based on the protocols) predicted recall for stories that were read silently. Together, the findings supported the viability of developing a computerized assessment tool using verbal protocols and LSA.