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Moving towards a more comprehensive understanding of multimodal text complexity

AUSTRALIAN JOURNAL OF LANGUAGE AND LITERACY 2025年 1-21页

作者： Alruthaya, Salma Mantei, Jessica White, Sonia L. J. Kervin, Lisa Al Baha Univ Fac Educ Dept Special Educ Al Baha Saudi Arabia Univ Wollongong Early Start Inst Sch Educ Wollongong Australia Queensland Univ Technol ARC Ctr Excellence Digital Child Brisbane Australia Univ Wollongong ARC Ctr Excellence Digital Child Wollongong Australia

Selecting texts that can support young readers is essential work for teachers because the 'right' text provides readers with opportunities to demonstrate their skills, strategies and comprehension. text complexity guides offer teachers one way to select those texts, but despite these pedagogical supports, many readers continue to struggle with learning to read and comprehending texts that are matched to their abilities based on those guides. Using a common reading assessment supported by eye-movement technology, this research examines practices for determining text complexity and how young readers subsequently read and retell the text with the view to better understandings about connections between text complexity and reading. Used in this research was Pinnell and Fountas' (Pinnell, G. S., & Fountas, I. C. (2007). The continuum of literacy learning, grades K-8: Behaviors and understandings to notice, teach, and support. Heinemann) text complexity guide to match a text with different students' reading abilities. Eye movements were then captured as these readers independently read aloud and retold the story. Data analysis revealed readers experienced unanticipated challenges comprehending the text, particularly when encountering pages with inconsistent written and visual information. Findings suggest current approaches for understanding text complexity may not fully consider the unique nature of multimodal texts (such as picturebooks), particularly accounting for relationships between verbal and visual modes. Presented in this paper are implications of these findings for text selection and a proposal for an extended framework for analysing the complexity of a text.

关键词： text complexity Eye movements Miscue analysis Picturebooks Primary schools Reading practices

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text complexity analysis of college English textbooks based on blockchain and deep learning algorithms under the internet of things

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INTERNATIONAL JOURNAL OF GRID AND UTILITY COMPUTING 2023年第2-3期14卷 146-155页

作者： Shen, Bingjie Beijing Univ Civil Engn & Architecture Sch Humanities Xicheng Dist Beijing Peoples R China

College English textbooks are of great significance in college English teaching. In the context of the gradual development of the Internet of Things (IoT), this study introduces blockchain and deep learning to build a new college textbooks-oriented complexity analysis model. Three different college English textbooks are analysed from the perspectives of lexical complexity, grammatical difficulty, sentence coherence and sentence readability to ensure the comprehensiveness of the experiment. This study focuses on the text of the textbook, introduces vocabulary research into the system, and takes it as an indicator to judge the textbook. The results can provide suggestions and improvement directions for the subsequent editing and writing of college English textbooks.

关键词： IoT internet of things deep learning algorithm blockchain college English textbook text complexity

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text complexity of open educational resources in Portuguese: mixing written and spoken registers in a multi-task approach

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LANGUAGE RESOURCES AND EVALUATION 2022年第2期56卷 621-650页

作者： Gazzola, Murilo Leal, Sidney Pedroni, Breno Rocha, Fabio Theoto Pompeia, Sabine Aluisio, Sandra Univ Sao Paulo Inst Math & Comp Sci Sao Carlos Brazil Univ Fed Sao Paulo Dept Psychobiol Sao Paulo Brazil

This paper presents a study on text complexity of Open Educational Resources (OER) in Brazilian Portuguese. In a data analysis of the Brazilian Ministry of Education Integrated Platform (MEC-RED) carried out in September 2020, 86% of the resources on the platform did not have any grade level classification, making it difficult to find, use, and expand them. The text complexity task in the Natural Language Processing research area can be used to identify texts that have adequate linguistic complexity for specific grade levels, allowing to complete the stage of education metadata in MEC-RED. However, some types of MEC-RED's resources do not present any information about their stage of education, making it unfeasible to compile a balanced dataset of OER for training a text complexity predictor. This study is driven and enabled by a recently created corpus of transcribed spoken narratives produced by fourth graders to first graders of high school which were collected to evaluate the development of language abilities. A multi-task learning (MTL) approach via hard parameter sharing of hidden layers was adopted to train three models that share all parameters in their hidden layers. The main objective of this study was to explore the relationship between three text complexity tasks by jointly learning to predict text readability, using coarse and fine-grained datasets of written, spoken and domain texts (a small dataset of OER resources) to overcome the lack of grade classified resources in MEC-RED. Our MTL model with two auxiliary tasks presents a F-measure of 0.955, an improvement of 0.15 points over our previous results.

关键词： text complexity Open educational resources Multi-task learning Transcribed narratives Spontaneous speech

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text complexity: Primary Teachers' Views

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LITERACY RESEARCH AND INSTRUCTION 2015年第1期54卷 19-44页

作者： Fitzgerald, Jill Hiebert, Elfrieda H. Bowen, Kimberly Relyea-Kimand, E. Jackie Kung, Melody Elmore, Jeff MetaMetrics Durham NC USA Univ N Carolina Chapel Hill NC USA Text Project Santa Cruz CA USA Univ Calif Santa Cruz Santa Cruz CA 95064 USA

The research question was, "What text characteristics do primary teachers think are most important for early grades text complexity?" Teachers from across the United States accomplished a two-part task. First, to stimulate teachers' thinking about important text characteristics, primary teachers completed an online paired-text comparison task. While doing the task, teachers were asked to decide which texts in pairs were more complex, and they were also asked to think about which text characteristics mattered most for their decisions. Next, teachers completed a questionnaire, with primary focus on the text characteristics teachers thought mattered most for early grades text complexity. The teachers emphasized word decodability, word frequency, pictures, and word meanings, and they also referenced other characteristics. Their outlook has implications for implementation of the Common Core Standard on text complexity for young children learning to read.

关键词： Common Core text complexity primary-grades teachers text characteristics text difficulty

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text complexity Analysis of Chinese and foreign academic English writing via mobile devices based on neural network and deep learning

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LIBRARY HI TECH 2023年第5期41卷 1317-1332页

作者： Liu, Qiucheng Hengyang Normal Univ Hengyang Peoples R China

Purpose In order to analyze the text complexity of Chinese and foreign academic English writings, the artificial neural network (ANN) under deep learning (DL) is applied to the study of text complexity. Firstly, the research status and existing problems of text complexity are introduced based on DL. Secondly, based on Back Propagation Neural Network (BPNN) algorithm, analyzation is made on the text complexity of Chinese and foreign academic English writings. And the research establishes a BPNN syntactic complexity evaluation system. Thirdly, MATLAB2013b is used for simulation analysis of the model. The proposed model algorithm BPANN is compared with other classical algorithms, and the weight value of each index and the model training effect are further analyzed by statistical methods. Finally, L2 Syntactic complexity Analyzer (L2SCA) is used to calculate the syntactic complexity of the two libraries, and Mann-Whitney U test is used to compare the syntactic complexity of Chinese English learners and native English speakers. The experimental results show that compared with the shallow neural network, the deep neural network algorithm has more hidden layers and richer features, and better performance of feature extraction. BPNN algorithm shows excellent performance in the training process, and the actual output value is very close to the expected value. Meantime, the error of sample test is analyzed, and it is found that the evaluation error of BPNN algorithm is less than 1.8%, of high accuracy. However, there are significant differences in grammatical complexity among students with different English writing proficiency. Some measurement methods cannot effectively reflect the types and characteristics of written language, or may have a negative relationship with writing quality. In addition, the research also finds that the measurement of syntactic complexity is more sensitive to the language ability of writing. Therefore, BPNN algorithm can effectively analyze the tex

关键词： Deep learning Neural network Mobile learning text complexity

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Lithuanian Pedagogic Corpus: Correlations Between Linguistic Features and text complexity 9

Lithuanian Pedagogic Corpus: Correlations Between Linguistic...

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9th International Conference on Human Language Technologies - The Baltic Perspective (Baltic HLT)

作者： Boizou, Loic Kovalevskaite, Jolanta Rimkute, Erika Vytautas Magnus Univ V Putvinskio St 23-216 LT-44243 Kaunas Lithuania

ISBN: (纸本)9781643681177;9781643681160

This paper discusses the problem of automatic CEFR2 level assignment to texts. We address the correlations between the lexical, morphological and syntactic features and the different CEFR levels of the texts in the Lithuanian Pedagogic Corpus. Only the texts from coursebooks showed the correlation of investigated linguistic features with text complexity. In the coursebook sub-part of the corpus, we observed that higher language proficiency levels are associated with more complex linguistic features: their number increases in texts of higher CEFR levels from A1 to B2 (e.g., non-finite verb forms, participles, adverbial participles and half participles, dative and instrumental noun cases or longer sentences).

关键词： Lithuanian language Lithuanian Pedagogic Corpus automatic text classification text complexity linguistic features Common European Framework of Reference for Languages (CEFR)

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Revisiting Assessment of text complexity: Lexical and Syntactic Parameters Fluctuations 25th

Revisiting Assessment of Text Complexity: Lexical and Syntac...

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25th International Conference on Speech and Computer (SPECOM)

作者： Vahrusheva, Alexandra Solovyev, Valery Solnyshkina, Marina Gafiaytova, Elzara Akhtyamova, Svetlana Kazan Fed Univ Kazan 420008 Russia Kazan Natl Res Technol Univ Kazan Russia

ISBN: (纸本)9783031483080;9783031483097

In this article we share findings on linguistic complexity fluctuations of Russian middle school textbooks. The study partially confirmed the null hypothesis that textbook syntactic complexity grows universally over the course of a single school year. The Research Corpus was compiled of 104 textbooks used in 12 subject domains in Russian middle schools. In accordance with school semesters (Fall-Spring), we divided each textbook into two parts and examined 208 texts for 47 quantitative parameters measured with RuLingva (***). After considering dynamics of the values of each parameter for Fall and Spring semesters, we narrowed the parameters list down to syntactic (average word length, average sentence length, Flesch-Kincaid grade level) and lexical (lexical diversity and frequency) clusters. We identified and scrutinized three types of text complexity fluctuations: simultaneous increase of both clusters of parameters, opposite dynamics and independent fluctuations. The majority of textbooks demonstrate lexical and syntactic clusters' "trade-off'" when the lexical complexity increase triggers the syntactic complexity decrease thus balancing the joint complexity. We also discuss the assumptions that underline the concept of complexity fluctuations and algorithms of its measurements in an effort to put the issue on the agenda of researchers and education authorities. Our findings can be useful for scholars, academicians and education policy makers at the national and regional levels.

关键词： text complexity textbook Readability Syntactic complexity Lexical complexity Fluctuations

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Effects of Time Pressure and text complexity on Translators' Fixations 08

Effects of Time Pressure and Text Complexity on Translators'...

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Eye Tracking Research and Applications Symposium

作者： Sharmin, Selina Spakov, Oleg Raiha, Kari-Jouko Jakobsen, Arnt Lykke Univ Tampere Unit Comp Human Interact FIN-33101 Tampere Finland

ISBN: (纸本)9781595939821

We tracked the eye movements of 18 students as they translated three short texts with different complexity levels under three different time constraints. Participants with touch typing Skills were found to attend more to on-screen text than participants without touch typing skills. Time pressure was found to mainly affect fixations on the source text, and text complexity was found to only affect the number of fixations on the source text. Overall, it was found that average fixation duration was longer in the target text area than in the source text area.

关键词： eye tracking fixation duration fixation Count translation time pressure text complexity

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Scaffolding comprehension with reading while listening and the role of reading speed and text complexity

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MODERN LANGUAGE JOURNAL 2024年第1期108卷 183-200页

作者： Hui, Bronson Univ Maryland Sch Languages Literatures & Cultures College Pk MD USA Univ Maryland Sch Languages Literatures & Cultures 2103 Jimenez Hall College Pk MD 20742 USA

Audiobooks allow language learners to read and listen to the same text simultaneously;yet the effects of this bimodal input (written and spoken) on learners' comprehension have been inconsistent, suggesting that the conditions under which audiobooks can help comprehension are not well understood. As such, I explored silent reading speed and text complexity as two potential variables that moderate reading-while-listening (RWL) comprehension. In a within-participant design, 46 English learners in an American university read, listened to, and simultaneously read and listened to two complexity versions of a fictional text. Mixed-effects regression modeling revealed that participants comprehended better in the RWL conditions than in the listening-only conditions, echoing findings from the captions literature. This effect was moderated by neither silent reading speed nor text complexity. There were also no main effects between RWL and reading-only conditions, indicating limitations in the use of audiobooks in language classrooms to promote written text comprehension. image

关键词： reading-while-listening comprehension silent reading speed text complexity

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How to simplify human-machine interaction A text complexity calculator and a smart spelling corrector 18

How to simplify human-machine interaction A text complexity ...

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4th EAI International Conference on Smart Objects and Technologies for Social Good

作者： Sbattella, Licia Tedesco, Roberto Politecn Milan DEIB Milan Italy Politecn Milan MultiChancePoliTeam Milan Italy

ISBN: (纸本)9781450365819

The most basic human-machine interactions are about reading text and typing on a keyboard. Users face two fundamental issues: on one hand, complex text can prevent users from accessing information, on the other hand the average user tends to make several typos. And these issues are even harder for fragile persons. We propose two tools that could ameliorate that situation: a text complexity evaluator and a smart spelling corrector.

关键词： text complexity spelling correction

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