Identifying reading strategies using latent semantic analysis: Comparing semantic benchmarks

Keith Millis, Hyun Jeong Joyce Kim, Stacey Todaro, Joseph P. Magliano, Katja Wiemer-Hastings, Danielle S. McNamara

Research output: Contribution to journalArticlepeer-review

32 Scopus citations


We explored methods of using latent semantic analysis (LSA) to identify reading strategies in students' self-explanations that are collected as part of a Web-based reading trainer. In this study, college students self-explained scientific texts, one sentence at a time. LSA was used to measure the similarity between the self-explanations and semantic benchmarks (groups of words and sentences that together represent reading strategies). Three types of semantic benchmarks were compared: content words, exemplars, and strategies. Discriminant analyses were used to classify global and specific reading strategies using the LSA cosines. All benchmarks contributed to the classification of general reading strategies, but the exemplars did the best in distinguishing subtle semantic differences between reading strategies. Pragmatic and theoretical concerns of using LSA are discussed.

Original languageEnglish (US)
Pages (from-to)213-221
Number of pages9
JournalBehavior Research Methods, Instruments, and Computers
Issue number2
StatePublished - May 2004
Externally publishedYes

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Psychology (miscellaneous)
  • Psychology(all)


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