This paper investigates reading comprehension from a cognitive perspective. It explores the cognitive-based models used in language teaching to represent a learner's acquisition of a second language (SLL). It also explores how the same models are used in natural language processing (NLP) to describe text comprehension. Expertise from the two fields is brought together in the design and development of a cognitive-based software tool to help the learner of French as a second language (FSL) develop better readin…
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