This study investigates the possibilities of fostering learning based on differences in recall and comprehension after learning with texts which were presented in one of three modalities: either in a spoken, written, or sung version. All three texts differ regarding their processing, especially when considering working memory. Overall, we assume the best recall performance after learning with t...

We report on an ongoing research program to develop a formal framework for automated narrative text comprehension, bringing together know-how from research in Artificial Intelligence and the Psychology of Reading and Comprehension. It uses argumentation to capture appropriate solutions to the frame, ramification, and qualification problems, and their generalizations as required for text compreh...

In order to build coherent textual representations, readers use cognitive procedures and processes referred to as reading strategies; these specific procedures can be elicited through self-explanations in order to improve understanding. In addition, when faced with comprehension difficulties, learners can invoke regulation processes, also part of reading strategies, for facilitating the underst...

In this contribution we present the dialogue generator module of a Dialogue-based Interactive Diagnostic and Learning System (DIDLS) for Historical Text Comprehension (HTC). The dialogue generator, activated by the diagnostic results of the system, generates the appropriate for the learner individualized interactive diagnostic and learning dialogue. Throughout the dialogue the learner reflects ...

The purpose of this paper is to provide an overview of the research on reading comprehension, including the cognitive processes employed during comprehension of text, the cognitive deficits associated with poor comprehension, and the research-based characteristics of interventions for improving reading comprehension skills. Comprehension is the essence of reading and the active process of const...

Although nouns are easily learned in early stages of lexical development, their role in adult word and text comprehension remains unexplored thus far. To investigate the role of different word classes (open-class words: nouns, adjectives, verbs; closed-class words: pronouns, prepositions, conjunctions, etc.), 141 participants read a transposed German text while recording eye movements. Subseque...

We present EpiReader, a novel model for machine comprehension of text. Machine comprehension of unstructured, real-world text is a major research goal for natural language processing. Current tests of machine comprehension pose questions whose answers can be inferred from some supporting text, and evaluate a model’s response to the questions. EpiReader is an end-to-end neural model comprising t...

The paper discusses the main issues regarding the reading skills and comprehension proficiency in written Bulgarian of people with communication difficulties, and deaf people, in particular. We consider several key components of text comprehension which pose a challenge for deaf readers and propose a rule-based system for automatic modification of Bulgarian texts intended to facilitate comprehe...