Reading comprehension

Summary

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" dependent upon four language skills: phonology, syntax, semantics, and pragmatics. Some of the fundamental skills required in efficient reading comprehension are the ability to:

know the meaning of words,
understand the meaning of a word from a discourse context,
follow the organization of a passage and to identify antecedents and references in it,
draw inferences from a passage about its contents,
identify the main thought of a passage,
ask questions about the text,
answer questions asked in a passage,
visualize the text,
recall prior knowledge connected to text,
recognize confusion or attention problems,
recognize the literary devices or pr

Official source

https://en.wikipedia.org/wiki/Reading_comprehension

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Attentional Processes in Natural Reading: the Effect of Margin Annotations on Reading Behaviour and Comprehension

Pierre Dillenbourg, Frédéric Kaplan, Tabea Koll, Andrea Mazzei

We present an eye tracking study to investigate how natural reading behavior and reading comprehension are influenced by in-context annotations. In a lab experiment, three groups of participants were asked to read a text and answer comprehension questions: a control group without taking annotations, a second group reading and taking annotations, and a third group reading a peer-annotated version of the same text. A self-made head-mounted eye tracking system was specifically designed for this experiment, in order to study how learners read and quickly re-read annotated paper texts, in low constrained experimental conditions. In the analysis, we measured the phenomenon of annotation-induced overt attention shifts in reading, and found that: (1) the reader's attention shifts toward a margin annotation more often when the annotation lies in the early peripheral vision, and (2) the number of attention shifts, between two different types of information units, is positively related to comprehension performance in quick re-reading. These results can be translated into potential criteria for knowledge assessment systems.

2014

Expanding Eye-Tracking Methods to Explain the Socio-Cognitive Effects of Shared Annotations

Andrea Mazzei

Social technologies are leading to transformations in education, by empowering the way learners connect to each other, by introducing new means for teaching and learning and by reshaping the way knowledge is delivered. Annotating texts is a learning strategy that is spontaneously adopted by learners during lectures or while reading text books. Students still individually take annotations on paper, that tend to be thrown away when the learning goal is achieved. Students also engage occasionally in the spontaneous practice of note sharing. Our work explores experimentally the benefits of note-taking and note-sharing behaviour. First, we study how sharing student-annotated instructional texts can improve learning, enriching an experimental approach with a new eye tracking method. Second, we conduct experiments on computer-mediated note sharing in the classroom. Our results demonstrate the virtuous circle of note-taking: both annotating while reading and reading annotated documents lead to a better learning achievement. In the first experimental study, we measure if the presence of annotations, on an instruc- tional text, can influence the reading pattern, and how visual features of annotations can elicit the reader’s attention. To complement the results concerning learning and reading comprehension, we look into the readers’ gaze patterns, to explain how the students’ learning outcome relates to reading annotated texts. For this purpose, we design a novel eye tracker, that can be used to study reading and note taking in unconstrained experimental settings. This eye tracking system is based on a systematic error correction procedure that exploits the appearance similarity between the annotated texts and the spatial distribution of the fixation points. We show that this method can extract accurate gaze measures without introducing experimental constraints, that could disturb the note taking process and affect the readers’ comprehension. In the second study, we move from a controlled experimental setting to the classroom. We discuss how the use of technology can facilitate a spontaneous transition from personal to shared annotations and support students in the learning process. We complement the analysis by reporting a friendship bias in browsing the shared annotated material. We further speculate on the potential of shared annotations in triggering adaptations of the instructional material and teaching workflow. These two studies provided an insightful understanding of the effects of student-generated annotations on reading comprehension, and the underlying impact on a community of learners. The obtained findings should inspire further experimentation on social learning environments, meant to facilitate knowledge sharing through shared annotations and their diffusion within educational institutions.

EPFL2013

Thanks to their flexibility, optical techniques could be the key to explore anatomy, plasticity, and functionality of the cerebellum. As an example, an in vivo analysis of the dynamic remodeling of cerebellar axons by nonlinear microscopy can provide fundamental insights of the mechanism that promotes neuronal regeneration. Several studies showed that damaged climbing fibers are capable of regrowing also in adult animals. The investigation of the time-lapse dynamics of degeneration and regeneration of these axons within their complex environment can be performed by time-lapse two-photon fluorescence (TPF) imaging in vivo. Here, we show that single axonal branches can be dissected by laser axotomy, thus avoiding collateral damage to the adjacent dendrite and the formation of a persistent glial scar. Despite the very small denervated area, the injured axons consistently reshaped the connectivity with surrounding neurons and sprouted new branches through the intact surroundings. Correlative light and electron microscopy revealed that the sprouted branch contains large numbers of vesicles, with varicosities in the close vicinity of Purkinje dendrites. By using an RNA interference approach, we found that downregulating GAP-43 causes a significant increase in the turnover of presynaptic boutons and hampers the generation of reactive sprouts. Further, we report how nonlinear microscopy in combination with novel voltage sensitive dyes or transgenic mice allow optical registrations of action potential across a population of neurons opening promising prospective in understanding brain functionality. Finally, we describe novel implementations of light-sheet microscopy to resolve neuronal anatomy in whole cerebellum with cellular resolution. The understanding gained from these complementary optical methods may provide a deeper comprehension of the cerebellum.

Springer2016

Expanding Eye-Tracking Methods to Explain the Socio-Cognitive Effects of Shared Annotations

Andrea Mazzei

EPFL2013