ALSI / ILSA — Analyseur Lexico-Syntaxique Intégré (Integrated Lexical-Syntactic Analyzer). A French linguistic complexity analyzer written in R, producing approximately 180 features across several categories: classic readability indices; lexical frequency and richness measures (drawing on Manulex, ÉQOL, FLELex, and the Québec Ministry of Education vocabulary list); LLM-based surprisal and entropy; and syntactic features derived from Universal Dependency parse trees. Freely available on GitHub.
Courteau, É., Loignon, G., & Deacon, S. H. (2026). Pronouns as facilitators and obstacles of children’s reading comprehension: Insights from individual differences. Reading and Writing, 1–20. DOI: 10.1007/s11145-026-10824-2
Courteau, É., Loignon, G., Dutemple, M., & Deacon, S. H. (2024). The impact of the pandemic on development: Parents’ perceptions on language and literacy. Canadian Journal of Speech-Language Pathology and Audiology (CJSLPA), 48(1).
Courteau, É., Loignon, G., Steinhauer, K., & Royle, P. (2023). Identifying linguistic markers of French-speaking teenagers with developmental language disorder: Which tasks matter? Journal of Speech, Language, and Hearing Research, 66(1), 221–238. DOI: 10.1044/2022_jslhr-21-00541
Appel, R., Arias, A., Baker, B., & Loignon, G. (2023). Insights from lexical and syntactic analyses of a French for academic purposes assessment. Assessing Writing, 58, 100789. DOI: 10.1016/j.asw.2023.100789
Bernier, C., Dion, C., & Loignon, G. (2023). La réécriture: une pratique qui favorise la réussite du premier cours de français au cégep. Correspondance, 28(5).
Loignon, G. (2021). ILSA: An automated language complexity analysis tool for French. Mesure et évaluation en éducation, 44(spécial), 61–88. DOI: 10.7202/1095682ar
Loignon, G. (2021). ALSI : un nouvel outil d’analyse automatisée de la complexité linguistique pour le français québécois. Mesure et évaluation en éducation, 44(1). DOI: 10.7202/1093065ar
Loignon, G., & Béland, S. (2021). Entre conservatisme et rectitude politique en enseignement supérieur: un commentaire critique sur The coddling of the American mind. Revue des sciences de l’éducation, 46(3), 199–212. DOI: 10.7202/1075993ar
Loignon, G., & Messier, P. (2020). Vaporwave pedagogy: Multimodal learning with an internet music microgenre. Liminalities: A Journal of Performance Studies. [PDF]
Loignon, G., Vigneault, G., Simard, G., & Duncan Hart, C. (2018). Des ateliers de lecture et d’écriture comme mesure d’aide à la réussite des cours de philosophie. Pédagogie collégiale, 31(2).
Loignon, G., & Loye, N. (2024). Difficulté des textes narratifs et non-narratifs: quand les attributs linguistiques racontent aussi leur histoire. In N. Loye & N. Duroisin (Eds.), Évaluation, apprentissage et numérique (pp. 279–290).
Courteau, É., Loignon, G., Brucher, A., Steinhauer, K., & Royle, P. (2024). An ERP study investigating adjective syntax in French in (pre)adolescents and adults. Highlights in the Language Sciences Conference 2024. DOI: 10.13140/RG.2.2.19320.76800
Royle, P., Courteau, É., Blais, G., Loignon, G., & Steinhauer, K. (2023). Language acquisition and second-language learning share convergence patterns in ERPs. 1st meeting of the NLS network (Neurolinguistics in Sweden), 41–42.
Desmarais, M., Béland, S., & Loignon, G. (2019). Learning analytics: Building bridges between the educational and the computing communities. Joint Proceedings of the Workshops of the 12th International Conference on Educational Data Mining.
Loignon, G. (2021). Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l’oculométrie. Doctoral dissertation, Université de Montréal. (Supervisor: N. Loye) DOI: 10.71781/5344