Stephanie Day

Stephanie Day, Jin K. Hwang, Tracy Arner et al.

The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books on essential skills that support reading comprehension with third-fifth grade students. Students read two e-Books that taught word learning and comprehension monitoring strategies in the service of learning difficult vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies including word learning and strategies that supported general reading comprehension, summarization, and question generation, show promise of effectiveness in building vocabulary knowledge and comprehension skills in the e-Books. Students were assigned to read one of three versions of each of the e-Books, each version implemented one strategy. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback on their responses. Paired samples t-tests were run to examine pre-to-post differences in learning the targeted vocabulary and science concepts taught in both e-Books. For both e-Books, students demonstrated significant gains in word learning and on the targeted hurricane concepts. Additionally, Hierarchical Linear Modeling (HLM) revealed that no one strategy was more associated with larger gains than the other. Performance on the embedded questions in the books was also associated with greater posttest outcomes for both e-Books. This work discusses important considerations for implementation and future development of e-books that can enhance student engagement and improve reading comprehension.

Stephanie L. Day, Jacapo Cirica, Steven R. Clapp et al.

Generative artificial intelligence (GenAI) holds great promise as a tool to support personalized learning. Teachers need tools to efficiently and effectively enhance content readability of educational texts so that they are matched to individual students reading levels, while retaining key details. Large Language Models (LLMs) show potential to fill this need, but previous research notes multiple shortcomings in current approaches. In this study, we introduced a generalized approach and metrics for the systematic evaluation of the accuracy and consistency in which LLMs, prompting techniques, and a novel multi-agent architecture to simplify sixty informational reading passages, reducing each from the twelfth grade level down to the eighth, sixth, and fourth grade levels. We calculated the degree to which each LLM and prompting technique accurately achieved the targeted grade level for each passage, percentage change in word count, and consistency in maintaining keywords and key phrases (semantic similarity). One-sample t-tests and multiple regression models revealed significant differences in the best performing LLM and prompt technique for each of the four metrics. Both LLMs and prompting techniques demonstrated variable utility in grade level accuracy and consistency of keywords and key phrases when attempting to level content down to the fourth grade reading level. These results demonstrate the promise of the application of LLMs for efficient and precise automated text simplification, the shortcomings of current models and prompting methods in attaining an ideal balance across various evaluation criteria, and a generalizable method to evaluate future systems.

Sofie Beier, Sam Berlow, Esat Boucaud et al.

Readability is on the cusp of a revolution. Fixed text is becoming fluid as a proliferation of digital reading devices rewrite what a document can do. As past constraints make way for more flexible opportunities, there is great need to understand how reading formats can be tuned to the situation and the individual. We aim to provide a firm foundation for readability research, a comprehensive framework for modern, multi-disciplinary readability research. Readability refers to aspects of visual information design which impact information flow from the page to the reader. Readability can be enhanced by changes to the set of typographical characteristics of a text. These aspects can be modified on-demand, instantly improving the ease with which a reader can process and derive meaning from text. We call on a multi-disciplinary research community to take up these challenges to elevate reading outcomes and provide the tools to do so effectively.