Graesser Petschonek 2005 - Automated Systems that Analyze Text and Discourse: QUAID, Coh-Metrix, and AutoTutor

Recent advances in the fields of computational linguistics, discourse processes, and computer technologies offer new avenues of improving measurement methodologies and clinical applications. 

This chapter describes three technologies, available on the web, that have been developed in the interdisciplinary Institute for Intelligent Systems at the University of Memphis. 

QUAID (Question Understanding Aid) critiques questions onsurveys and questionnaires as to whether the questions might pose comprehension difficulties for respondents. 

Coh-Metrix analyzes text on hundreds of metrics of cohesion and language characteristics; it can be used to analyze the readability andcoherence of documents in the health industry. 

AutoTutor is an animated conversational agent that helps individuals learn by holding a conversation in natural language. Although AutoTutor was originally developed as a learning environment for college students, it could be expanded from training to communicating with patients on health problems. 

These new technologies have not yet been assimilated into Quality of Life research and clinical practice so an important next direction is to explore their capabilities.

Enlace al artículo:

http://www.scribd.com/full/45830311?access_key=key-21yufajojat8npsvz14l

Graesser Mcnamara 2009 - Computational analysis of multilevel discourse comprehension

ABSTRACT

The proposed multilevel framework of discourse comprehension includes the surface code, the textbase, the situation model, the genre and rhetorical structure, and the pragmatic communication level.

We describe these five levels when comprehension succeeds and also when there are communication misalignments and comprehension breakdowns. A computer tool has been developed, called Coh-Metrix, that scales discourse (oral or print) on dozens of measures associated with the first four discourse levels. The measurement of these levels with an automated tool helps researchers track and better understand multilevel discourse comprehension.

Two sets of analyses illustrate the utility of Coh-Metrix in discourse theory and educational practice. First, Coh-Metrix was used to measure the cohesion of the text base and situation model, as well as potential extraneous variables, in a sample of published studies that manipulated text cohesion. This analysis helped us better understand what was precisely manipulated in these studies and the implications for discourse comprehension mechanisms. Second, Coh-Metrix analyses are reported for samples of narrative and science texts in order to advance the argument that traditional text difficulty measures are limited because they fail to accommodate most of the levels of the multilevel discourse comprehension framework.

ARTÍCULO:
http://www.scribd.com/full/45830296?access_key=key-23o2acpt1tyi1jf3obls

Reading out of the "idiot box": Same language subtitling on television in India

1. Kothari, B., Pandey, A.,  & Chudgar, A.  (2004). Reading out of the “Idiot box": Same-language subtitling on television in India. Information Technologies and International Development, 2(1), 23-44.

Resumen

Subtítulos en la misma lengua (yo lo llamo captions) es la ides de subtitular las letras de programas de televisión basados en canciones (ej. videos musicales), en la misma lengua que el audio. 

Este artículo se situa en la revisión de literatura respecto de los subtítulos, y describe la primera implementación de SLS  (same language subtitles) en un programa de televisión con canciones (TV program of film songs), específicamente para alfabetización en primera-lengua.

Chitrageet, un programa musical de TV semanal de 30 minutos se transmitió en el estado de Gujarat en India, con las letras de los subtítulos en Gujarati.

Discutimos los resultados del estudio piloto para testear al efectividad de musicales subtitulados en la misma lengua sobre la habilidad lectora de personas que no asistían a la escuela.

Con exposición limitada a SLS dentro de un período de transmisión de 6 meses, se encontró que los subtítulos en la misma lengua realizaron una contribución incremental pero medible a las habilidades de decodificación, dentro de el grupo que generalmente veía los programas de TV subtitulados (comparados con aquellos que no lo hicieron).  

Los testimonios de los televidentes refuerzan aún más la idea (the case) de los SLS más allá de una mejora cuntificable, como una idea simple y económica para fusionar la televisión y entretenimiento cotidianos con transacciones de lectura y escritura (o scriptacy).

El potencial de los SLS en India y otros países es enorme.  La idea es especialmente poderosa en la cultura popular para mejorar las habilidades de scriptacy, motivación de los nonscriptates, incrementar la exposición e interacción de los televidentes con la escritura (print) desde la niñez temprana, e incrementar el acceso a los mediso entre las personas sordas.

ABSTRACT

Same Language Subtitling (SLS) is the idea of subtitling the lyrics of song-based television programs (e.g., music videos), in the same language as the audio. 

Situated in a literature review of subtitling, this article describes the first-ever implementation of SLS on a TV program of film songs, specifically for first-language literacy. 

Chitrageet, a weekly 30-minute TV program of Gujarati film songs, was telecast across Gujarat state in India, with the lyrics subtitled in Gujarati. 

We discuss the results of the pilot study to test the effectiveness of SLS of film songs on the reading skills of out-of-school people. 

With limited exposure to SLS within a telecast period of 6 months, SLS was found to makean incremental but measurable contribution to decoding skills, across the group that generally saw the subtitled TV program (as compared to those whodid not). Viewer testimonies further strengthen the case for SLS beyond quantifiable improvement, as a simple and economical idea for infusingeveryday television entertainment with reading and writing (or scriptacy) transactions. 

The potential of SLS in India and other countries is enormous.The idea is especially powerful in popular culture for scriptacy skill improvement, motivation of nonscriptates, increasing viewers’ exposure and interaction with print from early childhood, and increasing media accessamong the deaf.

ARTÍCULO:
http://www.scribd.com/full/45903449?access_key=key-o67ybg5dwz4sgi14izl


Información adicional acerca del uso de captions o subtítulos en el mismo idioma para el desarrollo del lenguaje aquí:

Same-Language-Subtitling (SLS):Using Subtitled Music Video for Reading Growth

McCall, W.G. & Craig, C. (2009). Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3983-3992). Chesapeake, VA: AACE.

Comprensión del discurso escrito

1. Psicolingüística y comprensión

2. Lengua oral y lengua escrita

3. Modelos de comprensión del discurso:
Kintsch y van Dijk 1978
van Dijk y Kintsch 1983

4. Inferencias: Concepto

5. Inferencias: Clasificaciones

6. Modelo de Construcción-Integración
Kintsch 1988, 1998

7. Estrategias de comprensión: concepto y clasificaciones

8. Modelo de Indexación de Eventos

9. Corporeidad y comprensión del discurso: Experimentador Inmerso

10. Modelo de comprensión Gómez Macker y Peronard

11. Aprender a partir del texto: Kintsch y McNamara

12. Aprender a partir del texto: Goldman y ELV

13: Metacognición y metacomprensión

Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment (2007)

Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology- TOJET, 6(1), article 5. Retrieved January 1, 2009.

ABSTRACT

Factors predicting vocabulary learning and reading comprehension of advanced language learners of English in a linear multimedia text were investigated in the current study.

Predictor variables of interest were multimedia type, reading proficiency, learning styles, topic interest and background knowledge about the topic. The outcome variables of interest were vocabulary and reading comprehension scores.

Participants were 69 undergraduates enrolled at the foreign language teaching department of a Turkish university. Participants were randomly assigned to three different forms of an authentic electronic text, which differed from each other based on the type of multimedia: (a) definition of words, (b) definitions coupled with pictures, and (c) definitions coupled with short movies. The participants were given the text to read for general comprehension and were given an unannounced vocabulary test along with a reading comprehension test.

Multiple regression analyses with vocabulary scores and reading scores as the criterion variables and the independent variables as the predictors served to reveal whether a relationship existed between the independent and dependent variables.

Findings suggest that annotation type, reading ability and prior topical knowledge are important variables contributing to vocabulary learning whilst reading ability and learning styles (visual score) are important variables contributing to reading comprehension in a hypermedia environment.

Variables Predicting Foreign Language Reding Comprehension and Vocab Acquisition in a Linear Hypermedia Env...