Measure for Measure: A Critical Consumers' Guide to Reading Comprehension Assessments for Adolescents

A companion report to Carnegie's Time to Act, analyzes and rates commonly used reading comprehension tests for various elements and purposes. Outlines trends in types of questions, stress on critical thinking, and screening or diagnostic functions

Web 2.0, language resources and standards to automatically build a multilingual named entity lexicon

This paper proposes to advance in the current state-of-the-art of automatic Language Resource (LR) building by taking into consideration three elements: (i) the knowledge available in existing LRs, (ii) the vast amount of information available from the collaborative paradigm that has emerged from the Web 2.0 and (iii) the use of standards to improve interoperability. We present a case study in which a set of LRs for different languages (WordNet for English and Spanish and Parole-Simple-Clips for Italian) are extended with Named Entities (NE) by exploiting Wikipedia and the aforementioned LRs. The practical result is a multilingual NE lexicon connected to these LRs and to two ontologies: SUMO and SIMPLE. Furthermore, the paper addresses an important problem which affects the Computational Linguistics area in the present, interoperability, by making use of the ISO LMF standard to encode this lexicon. The different steps of the procedure (mapping, disambiguation, extraction, NE identification and postprocessing) are comprehensively explained and evaluated. The resulting resource contains 974,567, 137,583 and 125,806 NEs for English, Spanish and Italian respectively. Finally, in order to check the usefulness of the constructed resource, we apply it into a state-of-the-art Question Answering system and evaluate its impact; the NE lexicon improves the system’s accuracy by 28.1%. Compared to previous approaches to build NE repositories, the current proposal represents a step forward in terms of automation, language independence, amount of NEs acquired and richness of the information represented

The English Curriculum in the People's Republic of China

The status and role of English as a school subject in China has fluctuated wildly because of its desirable but sensitive connotations. English is the language of world trade and communications, which makes its study an important strategy in implementing internationally-oriented policies for "modernization", while its historical overtones of imperialism, capitalism and even barbarianism are unwelcome for those who prefer more self-reliant and isolationist approaches. This paper traces the career of the English curriculum in China since 1949, with particular reference to the junior secondary school curriculum, through an analysis of the national syllabus and textbooks. It identifies five distinct periods and analyses the major forces of curriculum change, the dynamics of curriculum design, and the principal features of models for change in each of the periods. It is argued that the overall process of policy-making, and curriculum development specifically, has been characterized by a complexity and pattern of development which is not adequately recognized in existing portrayals that have focused on the relationship between macro political shifts and educational policies, and have emphasized the role of the state

Combining quantitative narrative analysis and predictive modeling - an eye tracking study

As a part of a larger interdisciplinary project on Shakespeare sonnets’ reception (Jacobs et al., 2017; Xue et al., 2017), the present study analyzed the eye movement behavior of participants reading three of the 154 sonnets as a function of seven lexical features extracted via Quantitative Narrative Analysis (QNA). Using a machine learning- based predictive modeling approach five ‘surface’ features (word length, orthographic neighborhood density, word frequency, orthographic dissimilarity and sonority score) were detected as important predictors of total reading time and fixation probability in poetry reading. The fact that one phonological feature, i.e., sonority score, also played a role is in line with current theorizing on poetry reading. Our approach opens new ways for future eye movement research on reading poetic texts and other complex literary materials (cf. Jacobs, 2015c)

Writing to Read: Evidence for How Writing Can Improve Reading

Analyzes studies showing that writing about reading material enhances reading comprehension, writing instruction strengthens reading skills, and increased writing leads to improved reading. Outlines recommended writing practices and how to implement them

Citizenship, community, and counter-terrorism : UK security discourse, 2001-2011

This paper analyses a corpus of UK policy documents which sets out national security policy as an exemplar of the contemporary discourse of counter-terrorism in Europe, the USA and worldwide. A corpus of 148 documents (c. 2.8 million words) was assembled to reflect the security discourse produced by the UK government before and after the 7/7 attacks on the London Transport system. To enable a chronological comparison, the two sub-corpora were defined: one relating to a discourse of citizenship and community cohesion (2001-2006); and one relating to the ‘Preventing Violent Extremism’ discourse (2007-2011). Wordsmith Tools (Scott 2008) was used to investigate keywords and patterns of collocation. The results present themes emerging from a comparative analysis of the 100 strongest keywords in each sub- corpus; as well as a qualitative analysis of related patterns of the collocation, focusing inparticular on features of connotation and semantic prosody

Scientific text structure awareness: A cross-cultural comparison of tertiary students from different language backgrounds

Research in both first and second language reading has shown that awareness of text structure, or rhetorical organisation is related to superior recall of main ideas from expository prose passages. The present study investigates awareness of scientific text structure among tertiary students from different language backgrounds. In this investigation, four reading passages containing two rhetorical text structures found in scientific discourse, comparison/contrast and problem/solution are employed. Meyer’s (1975) hierarchical content structure analysis was used to analyse the texts into top, high, mid and low level ideas corresponding to main and supporting ideas. The research questions were centred around three major areas: 1. Whether subjects from different language backgrounds displayed differences in quantity of idea units and main ideas recalled 2. Whether difference were related to subjects’ awareness of text structure as measured in use of the structure of the original passage in their written recalls 3. Whether the different rhetorical structures produced any significant overall differences in quantity and level (main vs supporting) of ideas recalled by subjects. Forty five first year university students aged between 18 and 20 studying science participated in the study, with fifteen students in each of the following groups: Australian, Singapore and Malaysian