Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

Rapp, David N.; Broek, Paul van den; McMaster, Kristen L.; Kendeou, Panayiota; Espin, Christine A.

doi:10.1080/10888430701530417

Cited by 262 publications

(308 citation statements)

References 88 publications

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“…A break in text cohesion occurs when there is a discontinuity on one or more of these situation model dimensions. Such cohesion breaks result in an increase in reading time and generation of inferences (Rapp, van den Broek, McMaster, Kendeou, & Espin, 2007;Zwaan & Radvansky, 1998). When such discontinuities arise, it is important to have connectives, transitional phrases, adverbs, or other signalling devices that convey to the readers that there is a discontinuity.…”

Section: Connectivesmentioning

confidence: 99%

“…As Graesser and colleagues (2011) have pointed out, their simplicity and association with grade level is attractive, but they lack the ability to capture the more global levels of discourse meaning, cohesion, and differences in text genre (e.g., narrative versus informational texts). Additionally, unidimensional measures are not useful for identifying specific deficit areas in a text or providing students with personalized support on particular reading problems (Rapp et al, 2007).…”

Section: Creation and Evaluationmentioning

confidence: 99%

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Language and Discourse Analysis with Coh-Metrix: Applications from Educational Material to Learning Environments at Scale

2016

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ABSTRACT:The goal of this article is to preserve and distribute the information presented at the LASI (2014) workshop on Coh-Metrix, a theoretically grounded, computational linguistics facility that analyzes texts on multiple levels of language and discourse. The workshop focused on the utility of Coh-Metrix in discourse theory and educational practice. We discuss some of the motivating factors that led to the development of Coh-Metrix, situated within the context of multilevel theoretical frameworks of discourse comprehension and learning. A review of published studies will highlight the applications of Coh-Metrix, ranging from the scaling and selection of educational material to learning environments at scale. The examples illustrate the relationship between discourse and cognitive, affective, and social processes. We walk through the methodological guidelines that should be followed when analyzing texts using Coh-Metrix. Finally, we conclude the paper with a general discussion of the future directions for Coh-Metrix including methodological and practical implications for the learning analytics (LA) and educational data mining (EDM) communities.

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Section: Connectivesmentioning

confidence: 99%

Section: Creation and Evaluationmentioning

confidence: 99%

Language and Discourse Analysis with Coh-Metrix: Applications from Educational Material to Learning Environments at Scale

2016

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“…Their use of rereading is governed by need. Although rereading evolves into a reflexive behavior for many adolescent and adult readers, it needs to be explicitly taught and fostered among younger students within the constellation of comprehension instructional strategies (Rapp, van den Broek, McMaster, Kendeou, & Espin, 2007).…”

Section: Two Strands One Intentionmentioning

confidence: 99%

Addressing Unintended Instructional Messages About Repeated Reading

Frey¹,

Fisher²

2017

The Reading Teacher

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The authors analyzed 88 classroom observations to determine whether there were actions that teachers were taking to send a message to students that rereading was not valuable. They identified three practices during shared reading, guided reading, and independent reading that telegraphed messages to students against rereading. The authors also observed teachers building repeated reading into their instruction as they changed the purpose, asked really good questions, pressed for evidence, and provided an audience for students.

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“…Human comprehension entails identifying the meaning of a text as a connected whole, beyond a series of individual words and sentences (Kintsch and van Dijk 1978, Anderson and Pearson 1984, Rapp et al 2007). Comprehension reflects the degree to which appropriate, meaningful connections are established between elements of text and the reader's prior knowledge.…”

Section: What Is Human Comprehension?mentioning

confidence: 99%

Toward a Comprehension Challenge, Using Crowdsourcing as a Tool

Paritosh

Marcus

2016

AI Magazine

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A rtificial Intelligence (AI) has made enormous advances, yet in many ways remains superficial. While the AI scientific community had hoped that by 2015 machines would be able to read and comprehend language, current models are typically superficial, capable of understanding sentences in limited domains (such as extracting movie times and restaurant locations from text) but without the sort of widecoverage comprehension that we expect of any teenager.Comprehension itself extends beyond the written word; most adults and children can comprehend a variety of narratives, both fiction and nonfiction, presented in a wide variety of formats, such as movies, television and radio programs, written stories, YouTube videos, still images, and cartoons. They can readily answer questions about characters, setting, motivation, and so on. No current test directly investigates such a variety of questions or media. The closest thing that one might find are tests like the comprehension questions in a verbal SAT, which only assess reading (video and other formats are excluded) and tend to emphasize tricky questions designed to discriminate between strong and weak human readers. Basic questions that would be obvious to most humans -but perhaps not to a machine -are excluded.Yet is is hard to imagine an adequate general AI that could not comprehend with at least the same sophistication and breadth as an average human being, and easy to imagine that progress in building machines with deeper comprehension could radically alter the state of the art. Machines that could comprehend with the sophistication and breadth of humans could, for instance, learn vastly more than current systems from unstructured texts such as Wikipedia and the daily news.How might one begin to test broad-coverage comprehension in a machine?

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Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

Cited by 262 publications

References 88 publications

Language and Discourse Analysis with Coh-Metrix: Applications from Educational Material to Learning Environments at Scale

Language and Discourse Analysis with Coh-Metrix: Applications from Educational Material to Learning Environments at Scale

Addressing Unintended Instructional Messages About Repeated Reading

Toward a Comprehension Challenge, Using Crowdsourcing as a Tool

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