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Readability is the ease with which a reader can understand a written text. The concept exists in both natural language and programming languages though in different forms. In natural language,the readability of text depends on its content and its presentation. In programming,things such as programmer comments,choice of loop structure,and choice of names can determine the ease with which humans can read computer program code.
Speed reading is any of many techniques claiming to improve one's ability to read quickly. Speed-reading methods include chunking and minimizing subvocalization. The many available speed-reading training programs may utilize books,videos,software,and seminars. There is little scientific evidence regarding speed reading,and as a result its value seems uncertain. Cognitive neuroscientist Stanislas Dehaene says that claims of reading up to 1,000 words per minute "must be viewed with skepticism".
Reading comprehension is the ability to process written text,understand its meaning,and to integrate with what the reader already knows. Reading comprehension relies on two abilities that are connected to each other:word reading and language comprehension. Comprehension specifically is a "creative,multifaceted process" that is dependent upon four language skills:phonology,syntax,semantics,and pragmatics.
Mitchell J. Nathan is an American academic,who is a Full Professor of Educational Psychology,Chair of the Learning Science program in the School of Education at the University of Wisconsin–
What is Reciprocal Teaching?
Frank Smith (1928–2020) was a Canadian psycholinguist recognized for his contributions in linguistics and cognitive psychology. He was an essential contributor to research on the nature of the reading process together with researchers such as George Armitage Miller,Kenneth S. Goodman,Paul A. Kolers,Jane W. Torrey,Jane Mackworth,Richard Venezky,Robert Calfee,and Julian Hochberg. Smith and Goodman are founders of whole language approach for reading instruction. He was the author of numerous books.
Coh-Metrix is a computational tool that produces indices of the linguistic and discourse representations of a text. Developed by Arthur C. Graesser and Danielle S. McNamara,Coh-Metrix analyzes texts on many different features.
AutoTutor is an intelligent tutoring system developed by researchers at the Institute for Intelligent Systems at the University of Memphis,including Arthur C. Graesser that helps students learn Newtonian physics,computer literacy,and critical thinking topics through tutorial dialogue in natural language. AutoTutor differs from other popular intelligent tutoring systems such as the Cognitive Tutor,in that it focuses on natural language dialog. This means that the tutoring occurs in the form of an ongoing conversation,with human input presented using either voice or free text input. To handle this input,AutoTutor uses computational linguistics algorithms including latent semantic analysis,regular expression matching,and speech act classifiers. These complementary techniques focus on the general meaning of the input,precise phrasing or keywords,and functional purpose of the expression,respectively. In addition to natural language input,AutoTutor can also accept ad hoc events such as mouse clicks,learner emotions inferred from emotion sensors,and estimates of prior knowledge from a student model. Based on these inputs,the computer tutor determine when to reply and what speech acts to reply with. This process is driven by a "script" that includes a set of dialog-specific production rules.
Reading is the process of taking in the sense or meaning of letters,symbols,etc.,especially by sight or touch.
Douglas K. Hartman is an American scholar in the field of education. He is a professor of technology &human learning in the College of Education at Michigan State University. He has a joint appointment in the Departments of Educational Psychology &Educational Technology and Teacher Education. His research focuses on the use of digital technologies for human learning in a number of domains.
Joseph Magliano is a professor in the College of Education &Human Development (CEHD) at Georgia State University. Formerly he was a Professor of Psychology and Director of the Center for the Interdisciplinary Study of Language and Literacy (CISLL) at Northern Illinois University.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading,intrinsic motivations for reading,and strategies of search and comprehension. The framework emphasized five phases of reading instruction in a content domain:observing and personalizing,searching and retrieving,comprehending and integrating,communicating to others,and interacting with peers to construct meaning. CORI instruction was contrasted to experience-based teaching and strategy instruction in terms of its support for motivational and cognitive development.
Seductive details are often used in textbooks,lectures,slideshows,and other forms of educational content to make a course more interesting or interactive. Seductive details can take the form of text,animations,photos,illustrations,sounds or music and are by definition:(1) interesting and (2) not directed toward the learning objectives of a lesson. John Dewey,in 1913,first referred to this as "fictitious inducements to attention." While illustrated text can enhance comprehension,illustrations that are not relevant can lead to poor learning outcomes. Since the late 1980s,many studies in the field of educational psychology have shown that the addition of seductive details results in poorer retention of information and transfer of learning. Thalheimer conducted a meta-analysis that found,overall,a negative impact for the inclusion of seductive details such as text,photos or illustrations,and sounds or music in learning content. More recently,a 2020 paper found a similar effect for decorative animations This reduction to learning is called the seductive details effect. There have been criticisms of this theory. Critics argue that seductive details do not always impede understanding and that seductive details can sometimes be motivating for learners.
Arthur C. Graesser is a professor of psychology and intelligent systems at the University of Memphis and is an honorary research fellow in education at the University of Oxford.
Lynn Fuchs is an educational psychologist known for research on instructional practice and assessment,reading disabilities,and mathematics disabilities. She is the Dunn Family Chair in Psychoeducational Assessment in the Department of Special Education at Vanderbilt University.
Scott Andrew Crossley is an American linguist. He is a professor of applied linguistics at Vanderbilt University,United States. His research focuses on natural language processing and the application of computational tools and machine learning algorithms in learning analytics including second language acquisition,second language writing,and readability. His main interest area is the development and use of natural language processing tools in assessing writing quality and text difficulty.
Carol McDonald Connor was an educational psychologist known for her research contributions to the field of early literacy development in diverse learners,in particular for work on individualized student instruction interventions and the lattice model of reading development. She held the position of Chancellor's Faculty and Equity Advisor in the School of Education at the University of California,Irvine.
Walter Kintsch was an American psychologist and academic who was Professor Emeritus of Psychology at the University of Colorado Boulder. He was renowned for his groundbreaking theories in cognitive psychology,especially in relation to text comprehension.
Jane Oakhill is a British cognitive psychologist and expert on the development of reading comprehension. She holds the position of Professor of Experimental Psychology at the University of Sussex.
Annemarie Sullivan Palincsar is a scholar of education known for her research on literacy instruction,reciprocal teaching,and cognitive apprenticeships. Her involvement in the National Academies of Sciences,Engineering,and Medicine Research Council on the Prevention of Reading Difficulty in Young Children,the National Research Council's Panel on Teacher Preparation,and the International Literacy Association's Literacy Research Panel,attests to her dedication to advancing educational research and improving teacher training. Palincsar is the Ann L. Brown Distinguished University Professor Emerita at the Marsal Family School of Education at the University of Michigan.
References
- 1 2 "Danielle McNamara | Department of Psychology". psychology.asu.edu. Archived from the original on 2019-10-15. Retrieved 2019-10-15.
- ↑ "2015 Distinguished Cognitive Scientist". CogSci @ UC Merced. 2015-03-14. Archived from the original on 2019-10-28. Retrieved 2019-10-28.
- ↑ "AERA Announces 2018 Fellows". www.aera.net. Retrieved 2019-10-15.
- ↑ "Arizona State's McNamara First Editor of New Open-Access APA Journal". www.newswise.com. Retrieved 2019-10-28.
- ↑ "Editorial Board · Technology, Mind, and Behavior". Technology, Mind, and Behavior. Retrieved 2019-10-28.
- ↑ "2018 AERA Fellows". www.aera.net. Retrieved 2019-10-28.
- ↑ "Neurotree – Danielle S. McNamara". neurotree.org. Retrieved 2019-10-28.
- ↑ "Meet Danielle McNamara – CIRCL". circlcenter.org. Retrieved 2019-10-28.
- ↑ "ASU psychology professor named 2018 fellow of the American Educational Research Association". ASU Now: Access, Excellence, Impact. 2018-02-21. Retrieved 2019-10-29.
- ↑ "Science of Learning and Educational Technology". Arizona State University. Retrieved 2019-10-15.
- ↑ "Adaptive Literacy". Adaptive Literacy. Retrieved 2019-10-28.
- ↑ "Funding". Adaptive Literacy. Retrieved 2019-10-28.
- ↑ "Gaming used to challenge students through real-world, problem-solving situations". phys.org. Retrieved 2019-10-28.
- ↑ "Video games are being used as tools for education and social change". The Arizona State Press. Retrieved 2019-10-28.
- ↑ McNamara, Danielle S.; Levinstein, Irwin B.; Boonthum, Chutima (2004). "iSTART: Interactive strategy training for active reading and thinking". Behavior Research Methods, Instruments, & Computers. 36 (2): 222–233. doi: 10.3758/bf03195567 . ISSN 0743-3808. PMID 15354687.
- ↑ O'Reilly, Tenaha; Sinclair, Grant P.; McNamara, Danielle S. (2004). "Reading Strategy Training: Automated Verses Live". Proceedings of the Annual Meeting of the Cognitive Science Society. 26 (26). ISSN 1069-7977.
- ↑ Graesser, Arthur C.; McNamara, Danielle S.; Louwerse, Max M.; Cai, Zhiqiang (2004–2005). "Coh-Metrix: Analysis of text on cohesion and language". Behavior Research Methods, Instruments, & Computers. 36 (2): 193–202. doi: 10.3758/bf03195564 . ISSN 0743-3808. PMID 15354684.
- ↑ Reading comprehension strategies : theories, interventions, and technologies. McNamara, Danielle S. New York: Lawrence Erlbaum Associates. 2007. ISBN 9781410616661. OCLC 164360110.
{{cite book}}: CS1 maint: others (link) - ↑ McNamara, Danielle S. (2014). Automated evaluation of text and discourse with Coh-Metrix. Graesser, Arthur C., McCarthy, Philip M., Cai, Zhiqiang. New York. ISBN 9780521192927. OCLC 853649267.
{{cite book}}: CS1 maint: location missing publisher (link) - ↑ Landauer, Thomas, K. (2007). Handbook of latent semantic analysis. Danielle S. McNamara, Simon Dennis, Walter Kintsch. New York: Routledge. ISBN 9780203936399. OCLC 849917768.
{{cite book}}: CS1 maint: multiple names: authors list (link) - ↑ Adaptive educational technologies for literacy instruction. Crossley, Scott A.,, McNamara, Danielle S. New York. 2016. ISBN 9781317298212. OCLC 952156088.
{{cite book}}: CS1 maint: location missing publisher (link) CS1 maint: others (link) - ↑ McCrudden, Matthew T. Cognition in education. McNamara, Danielle S. (First ed.). London. ISBN 9781315389080. OCLC 993995056.