User-generated contents (UGC) such as online reviews are inherently incomplete since we do not capture the opinions of users who do not write a review. These silent users may have systematically different online experiences than those who speak up. These differences can be driven by users‟ differing sentiments towards their online experiences as well as their disposition to generate UGC. Indisc...

Much research on literacy development has focused on learners of alphabetic writing systems. Researchers have hypothesized that children learn about the formal characteristics of writing before they learn about the relations between units of writing and units of speech. We tested this hypothesis by examining young Chinese children's understanding of writing. Mandarin-speaking 2- to 5-year-olds ...

This report describes the development of grade norms for timed-writing performance in two modes of writing: persuasive and descriptive. These norms are based on objective and automatically computed measures of writing quality in grammar, usage, mechanics, style, vocabulary, organization, and development. These measures are also used in the automated essay scoring system e-rater V.2. Norms were ...

Abstract Children’s increasing expertise in composition relies partly on word choice. Little is known about how children consider words as they write, their meta-lexical awareness, or choice of for writing. In this study, we investigate children’s one aspect metalinguistic which guides choices write. We describe child writers express awareness and might relate to writing achievement. view langu...

Reading has universal properties that can be seen across the world’s writing systems. The most important one is the universal language constraint: All writing systems represent spoken languages, a universal with consequences for reading processes. These consequences are seen most clearly at the broad principle level: the principle that reading universally requires the reader to make links to la...