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Pre-digitally decoded alice's adventures: an early record of readability computations.

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Title: Pre-digitally decoded alice's adventures: an early record of readability computations.
Authors: Ślęzak-Świat, Agnieszka1 (AUTHOR)
Source: Digital Scholarship in the Humanities. Apr2026, Vol. 41 Issue 1, p412-419. 8p.
Subjects: Readability formulas, Cognitive development, Literature, Computational linguistics, Authors, Literacy education, Carroll, Lewis, 1832-1898, Fluency (Language learning)
Abstract: This article offers a new reading of Lewis Carroll's Alice's Adventures in Wonderland and Through the Looking-Glass , proposing that Alice's journey is an illustration of the process of learning to read. Using metrics, including mean length of utterance, lexical profiling, and the Gunning Fog Index, this study evaluates the linguistic progression of Alice's utterances and their readability to trace parallels between her experiences and the stages of reading development: pictorial, phonological, and orthographic. Alice in Wonderland symbolizes a "pre-reading" phase, while Through the Looking-Glass represents her progression into reading fluency and meta-linguistic play showcasing how Carroll, who reportedly struggled with reading himself, strategically designed the complexity of the text to align with the cognitive development of the reader. By combining literary analysis with computational tools, the study reveals the paradox of reading in Carroll's work: a simultaneous breaking and following of linguistic norms. It may also enhance understanding of Carroll's literary innovation in how his narratives mirrored the cognitive development of the reader and situate his work as a precursor of modern readability frameworks. [ABSTRACT FROM AUTHOR]
Copyright of Digital Scholarship in the Humanities is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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PubType: Academic Journal
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  Data: Pre-digitally decoded alice's adventures: an early record of readability computations.
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  Data: <searchLink fieldCode="DE" term="%22Readability+formulas%22">Readability formulas</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+linguistics%22">Computational linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Carroll%2C+Lewis%2C+1832-1898%22">Carroll, Lewis, 1832-1898</searchLink><br /><searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink>
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  Data: This article offers a new reading of Lewis Carroll's Alice's Adventures in Wonderland and Through the Looking-Glass , proposing that Alice's journey is an illustration of the process of learning to read. Using metrics, including mean length of utterance, lexical profiling, and the Gunning Fog Index, this study evaluates the linguistic progression of Alice's utterances and their readability to trace parallels between her experiences and the stages of reading development: pictorial, phonological, and orthographic. Alice in Wonderland symbolizes a "pre-reading" phase, while Through the Looking-Glass represents her progression into reading fluency and meta-linguistic play showcasing how Carroll, who reportedly struggled with reading himself, strategically designed the complexity of the text to align with the cognitive development of the reader. By combining literary analysis with computational tools, the study reveals the paradox of reading in Carroll's work: a simultaneous breaking and following of linguistic norms. It may also enhance understanding of Carroll's literary innovation in how his narratives mirrored the cognitive development of the reader and situate his work as a precursor of modern readability frameworks. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Digital Scholarship in the Humanities is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=192763887
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        Value: 10.1093/llc/fqaf146
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      – Code: eng
        Text: English
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      – SubjectFull: Literature
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      – SubjectFull: Computational linguistics
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      – SubjectFull: Literacy education
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      – SubjectFull: Carroll, Lewis, 1832-1898
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      – SubjectFull: Fluency (Language learning)
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              Text: Apr2026
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