<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2079-312X</journal-id>
<journal-title><![CDATA[Lingüística]]></journal-title>
<abbrev-journal-title><![CDATA[Lingüística]]></abbrev-journal-title>
<issn>2079-312X</issn>
<publisher>
<publisher-name><![CDATA[Asociación de Lingüística y Filología de América Latina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2079-312X2025000101205</article-id>
<article-id pub-id-type="doi">10.5935/2079-312x.20250009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN AUTOMATIZADA Y JUICIO EXPERTO EN LA ESTIMACIÓN DE LA COMPLEJIDAD TEXTUAL: UN ANÁLISIS APLICADO A TEXTOS ESCOLARES DE CIENCIAS]]></article-title>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO AUTOMATIZADA E JULGAMENTO ESPECIALIZADO NA ESTIMATIVA DA COMPLEXIDADE TEXTUAL: UMA ANÁLISE APLICADA A TEXTOS ESCOLARES DE CIÊNCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[AUTOMATED ASSESSMENT AND EXPERT JUDGMENT IN ESTIMATING TEXTUAL COMPLEXITY: AN ANALYSIS APPLIED TO SCIENCE SCHOOL TEXTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta]]></surname>
<given-names><![CDATA[Nathaly Rayen Reyes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Peña]]></surname>
<given-names><![CDATA[Pamela Francesca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palma]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2079-312X2025000101205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2079-312X2025000101205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2079-312X2025000101205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión lectora en contextos escolares se ve afectada no solo por las características del lector, sino también por los rasgos lingüísticos de los textos. En este marco, la complejidad textual se ha convertido en un foco de estudio relevante, especialmente para mejorar los criterios de selección de materiales escolares. En el presente estudio se analiza la relación entre los juicios docentes sobre la complejidad de textos científicos escolares y los índices lingüísticos automatizados generados por TRUNAJOD, una herramienta computacional desarrollada para evaluar la lecturabilidad de textos en español. Se empleó un diseño cuantitativo, no experimental y correlacional. Participaron docentes especialistas en lectura y escritura, quienes evaluaron un corpus de 80 textos del área de ciencias, extraídos de textos escolares de enseñanza media. Los textos fueron clasificados por nivel educativo (1°&#8211;2° y 3°&#8211;4° medio), y los datos fueron analizados mediante regresiones jerárquicas, pruebas t de Student y coeficiente de concordancia de Kendall. Los resultados indican que los índices con mayor poder predictivo del juicio de complejidad son de naturaleza léxica (familiaridad, frecuencia, diversidad, imaginabilidad) y cohesiva (solapamiento de verbos, marcadores de causa). Asimismo, se evidenció una variación en los criterios de evaluación según el nivel escolar, observándose un foco más amplio en niveles iniciales y uno más restringido al léxico en niveles superiores. Se concluye que los juicios docentes reflejan sensibilidad a las propiedades lingüísticas del texto, aunque mediados por su formación disciplinar. El estudio aporta evidencia para el diseño de herramientas híbridas de evaluación textual y plantea futuras investigaciones con corpus ampliados y evaluadores de distintas áreas disciplinares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A compreensão leitora em contextos escolares é influenciada não apenas pelas características do leitor, mas também pelos traços linguísticos dos textos. Nesse contexto, a complexidade textual tornou-se um foco relevante de estudo, especialmente para aprimorar os critérios de seleção de materiais didáticos. Este estudo analisa a relação entre os julgamentos de professores sobre a complexidade de textos escolares de ciências e os índices linguísticos automatizados gerados pelo TRUNAJOD, uma ferramenta computacional desenvolvida para avaliar a legibilidade de textos em espanhol. Foi utilizado um delineamento quantitativo, não experimental e correlacional. Participaram professores especialistas em leitura e escrita, que avaliaram um corpus de 80 textos da área de ciências, extraídos de livros didáticos do ensino médio. Os textos foram classificados por nível educacional (1°&#8211;2° e 3°&#8211;4° anos do ensino médio), e os dados foram analisados por meio de regressões hierárquicas, testes t de Student e coeficiente de concordância de Kendall. Os resultados indicam que os índices com maior poder preditivo do julgamento de complexidade são de natureza lexical (familiaridade, frequência, diversidade, imaginabilidade) e coesiva (sobreposição de verbos, marcadores de causa). Além disso, observou-se uma variação nos critérios de avaliação conforme o nível escolar, com um foco mais amplo nos níveis iniciais e um foco mais restrito no léxico nos níveis superiores. Conclui-se que os julgamentos dos professores refletem sensibilidade às propriedades linguísticas dos textos, embora mediados por sua formação disciplinar. O estudo fornece evidências para o desenvolvimento de ferramentas híbridas de avaliação textual e propõe futuras investigações com corpora ampliados e avaliadores de diferentes áreas disciplinares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading comprehension in school contexts is influenced not only by the reader&#8217;s characteristics but also by the linguistic features of the texts. Within this framework, textual complexity has become a relevant research focus, particularly for improving the criteria used to select educational materials. This study analyzes the relationship between teachers&#8217; judgments regarding the complexity of school science texts and the automated linguistic indices generated by TRUNAJOD, a computational tool designed to assess readability in Spanish. A quantitative, non-experimental, correlational design was used. Reading and writing specialists participated by evaluating a corpus of 80 science texts extracted from secondary school textbooks. The texts were grouped by educational level, and the data were analyzed using hierarchical regressions, Student&#8217;s t-tests, and Kendall&#8217;s coefficient of concordance. Results indicate that the most predictive indices of perceived textual complexity are lexical (familiarity, frequency, diversity, imageability) and cohesive (verb overlap, causal markers). Furthermore, variation in evaluation criteria was observed by educational level, with broader linguistic attention in lower grades and a narrower focus on lexical elements in higher grades. It is concluded that teachers&#8217; judgments reflect sensitivity to the linguistic properties of texts, although mediated by their disciplinary background. This study provides evidence for the development of hybrid tools for textual evaluation and encourages further research using expanded corpora and evaluators from diverse subject areas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Complejidad textual]]></kwd>
<kwd lng="es"><![CDATA[juicio de expertos]]></kwd>
<kwd lng="es"><![CDATA[lecturabilidad]]></kwd>
<kwd lng="es"><![CDATA[Textos escolares]]></kwd>
<kwd lng="es"><![CDATA[lingüística computacional]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade textual]]></kwd>
<kwd lng="pt"><![CDATA[julgamento de especialistas]]></kwd>
<kwd lng="pt"><![CDATA[legibilidade]]></kwd>
<kwd lng="pt"><![CDATA[textos escolares]]></kwd>
<kwd lng="pt"><![CDATA[linguística computacional]]></kwd>
<kwd lng="en"><![CDATA[Textual complexity]]></kwd>
<kwd lng="en"><![CDATA[expert judgment]]></kwd>
<kwd lng="en"><![CDATA[readability]]></kwd>
<kwd lng="en"><![CDATA[school texts]]></kwd>
<kwd lng="en"><![CDATA[computational linguistics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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