Explore the vast range of titles available.

In this meta-analysis, the authors synthesize results from 44 (quasi-) experimental studies on informational and narrative text structure interventions involving students in grades 4–6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students’ reading comprehension but that effect sizes varied largely across outcome measures: questions (Hedges’ g = 0.25), summarization (g = 0.57), recall (g = 0.37), and knowledge about text structure (g = 0.38). However, students who received text structure instruction no longer outperformed control groups at delayed posttests. Content-related features, such as a focus on paragraph-level structure, active construction of graphic organizers, and teaching rule-based summarization techniques, moderated the effectiveness of text structure instruction, but these effects also varied across outcome measures. Instructional features moderated delayed effects: Interventions with opportunities for individual student practice resulted in higher delayed effects for comprehension questions. The authors argue that text structure instruction deserves a place in the primary school curriculum so the positive effects on reading will be maintained.

This paper presents a literature review in the field of summarizing software artifacts, focusing on bug reports, source code, mailing lists and developer discussions artifacts. From Jan. 2010 to Apr. 2016, numerous summarization techniques, approaches, and tools have been proposed to satisfy the ongoing demand of improving software performance and quality and facilitating developers in understanding the problems at hand. Since aforementioned artifacts contain both structured and unstructured data at the same time, researchers have applied different machine learning and data mining techniques to generate summaries. Therefore, this paper first intends to provide a general perspective on the state of the art, describing the type of artifacts, approaches for summarization, as well as the common portions of experimental procedures shared among these artifacts. Moreover, we discuss the applications of summarization, i.e., what tasks at hand have been achieved through summarization. Next, this paper presents tools that are generated for summarization tasks or employed during summarization tasks. In addition, we present different summarization evaluation methods employed in selected studies as well as other important factors that are used for the evaluation of generated summaries such as adequacy and quality. Moreover, we briefly present modern communication channels and complementarities with commonalities among different software artifacts. Finally, some thoughts about the challenges applicable to the existing studies in general as well as future research directions are also discussed. The survey of existing studies will allow future researchers to have a wide and useful background knowledge on the main and important aspects of this research field.

This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team‐based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction. Chinese 本研究旨在确定一项由教师施行的教学实验处理之效能,该实验处理针对八年级社会学科的内容习得与阅读理解。研究员利用教师组内设计,把八年级社会学科教师的班别,随机分配到教学实验情况与对照情况,以比较其效能。实验组与对照组的教师(人数 = 5)教授相同的教学内容,但实验组的教学实施却着重教授重要单词、出自于文本的阅读与讨论、以及团队学习方法。统计分析结果显示,在三项成绩表现上,实验组学生(人数 = 261)均显著高于对照组学生(人数 = 158);该三项成绩包括内容习得(效应量 =0.17)、内容阅读理解(效应量 =0.29)和标准阅读理解(效应量 =0.20)。这些研究结果说明这项教学实验处理在内容教学中,能够支援学生的知识习得和阅读理解的改进。 Spanish La meta de este estudio fue determinar la eficacia de un tratamiento de adquisición de contenido y comprensión de lectura implementado por maestros de ciencias sociales de octavo grado. Usando un diseño del maestro interior (within-teacher), las clases de ciencias sociales de maestros de octavo grado fueron escogidas al azar para recibir el tratamiento o ser el grupo de control. Los maestros (n = 5) usaron el mismo contenido en ambas clases, pero las clases que recibieron el tratamiento se enfocaron en enseñar palabras esenciales, en el texto como fuente de lectura y discusión, y en acercamientos en grupo. Los estudiantes que recibieron el tratamiento (n = 261) obtuvieron calificaciones estadísticamente mejores que los estudiantes del grupo de control (n = 158) en los tres resultados: adquisición de contenido (ES = 0. 17), comprensión del contenido leído (ES ‐ 0.29), y la comprensión estandarizada de lectura (ES = 0.20). Se interpretaron los resultados como mostrando apoyo por el tratamiento para mejorar tanto la adquisición de conocimiento como la comprensión de lectura en la instrucción de áreas de contenido. Russian Иccлeдoвaтeлипoпытaлиcьoпpeдeлитьэффeктивнocтьпoдxoдa, кoтopыйcпocoбcтвyeтизyчeниюмaтepиaлa и пoнимaниюпpoчитaннoгo.Пoдxoдпpимeнялcя в paбoтe c вocьмиклaccникaминaзaнятияxoбщecтвeнныминayкaми, пpичeмyчитeля (n = 5) дaвaлитpaдициoнныeypoки и ypoки c пpимeнeниeминнoвaциoннoгoпoдxoдa. Cpaвнeниepeзyльтaтoвпpoвoдилocь c yчeтoмбeccoзнaтeльныxизмeнeний в пoвeдeнииcaмиxyчитeлeй в paзныxyчeбныxcитyaцияx.Пpeдмeтнoecoдepжaниeypoкoвбылooдинaкoвым, нooбyчeниe в paмкaxиннoвaциoннoгoпoдxoдaпpeдпoлaгaлoaнaлиз и ycвoeниeзнaчимыxтepминoв, a тeкcтиcпoльзoвaлcядлячтeния и oбcyждeния в мaлыxгpyппax.Пocpaвнeнию c yчaщимиcякoнтpoльныxклaccoв (n = 158), yчeники, paбoтaвшиe в paмкaxнoвoгoпoдxoдa (n = 261), пoкaзaлиcтaтиcтичecкизнaчимыйпoлoжитeльныйpeзyльтaтoбyчeнияпoвceмтpeмпapaмeтpaм: ycвoeниecoдepжaния (ES = 0.17), пoнимaниeпpoчитaннoгo (ES = 0.29) и cтaндapтизиpoвaннoeпoнимaниeпpoчитaннoгo (ES = 0.20). Peзyльтaтыдoкaзывaютyмecтнocтьпpимeнeниядaннoгoпoдxoдaдляpaбoты c тeкcтoм в paзличныxпpeдмeтныxoблacтяx. French Cette étude avait pour but de déterminer l'efficacité d'un traitement de l'acquisition du contenu et de la compréhension de la lecture mis en place par des enseignants se sciences sociales en huitième année. En utilisant un plan inter‐enseignants, les classes de sciences sociales ont été attribuées de façon aléatoire aux conditions traitement et comparaison. Les enseignants (n=5) ont enseigné le même contenu pédagogique aux classes traitement et comparaison, mais les classes traitement ont utilisé des pratiques pédagogiques centrées sur l'enseignement des termes principaux, le texte en tant que source de lecture et de discussion, et les approches basées sur le travail d’équipe. Les élèves de la condition traitement (n=261) ont obtenu des résultats statistiquement plus élevés que ceux de la condition comparaison (n = 158) dans trois secteurs : acquisition des connaissances (ES= 0.17), compréhension du contenu de la lecture (ES= 0.17), et compréhension standard de la lecture (ES= 0.20). Les résultats ont été interprétés comme apportant un soutien au traitement dans la mesure où il permet d'améliorer aussi bien l'acquisition des connaissances que la compréhension de la lecture dans le cas des disciplines basées sur les connaissances. Arabic لقد هدفت هذه الدراسة إلى تحديد فعالية معالجة اكتساب محتوى واستيعاب القراءة المنفذ على أيدي معلمي الدراسات الاجتماعية في الصف الثامن الإعدادي. وباستخدام تصميم ضمن‐معلم، تم تعيين صفوف معلمي الدراسات الاجتماعية عشوائياً لظروف معالجة أو مقارنة. وقد علم المعلمون (عددهم = 5) المحتوى التعليمي نفسه لكل من الصفوف المقارنة والمعالجة مع أن الصفوف المعالجة استخدمت ممارسات تعليمية مركزة على تدريس الكلمات الرئيسية والنص كمصدر للقراءة والنقاش ومناهج التعليم الجماعي. وقد حصل الطلاب في الظروف المعالجة (عددهم = 261) على أعلى علامات إحصائياً من الطلاب في الظروف المقارنة (عددهم = 158) في جميع النتائج الثلاثة: اكتساب المحتوى (حجم مؤثر = 0.07) واستيعاب قراءة المحتوى (حجم مؤثر = 0. 29) واستيعاب القراءة المعيارية (حجم مؤثر = 0.20). وقد تم تفسير النتائج على أساس إظهار الدعم للمعالجة في تحسين كل من اكتساب المعرفة واستيعاب القراءة ضمن تعليم مجال المحتوى.

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic Adolescent Reading Intervention (STARI), a supplemental reading program involving instruction to support word-reading skills, fluency, vocabulary, and comprehension, and peer talk to promote reading engagement and comprehension. The authors assessed behavioral engagement by measuring how much of the STARI curricular activities students completed during an academic school year, and collected intervention teachers' ratings of their students' reading engagement. STARI students outperformed control students on measures of word recognition (Cohen's d = 0.20), efficiency of basic reading comprehension (Cohen's d = 0.21), and morphological awareness (Cohen's d = 0.18). Reading engagement in its behavioral form, as measured by students' participation and involvement in the STARI curriculum, mediated the treatment effects on each of these three posttest outcomes. Intervention teachers' ratings of their students' emotional and cognitive engagement explained unique variance on reading posttests. Findings from this study support the hypothesis that (a) behavioral engagement fosters struggling adolescents' reading growth, and (b) teachers' perceptions of their students' emotional and cognitive engagement further contribute to reading competence.

Social media is acknowledged by regulatory bodies (eg, the Food and Drug Administration) as an important source of patient experience data to learn about patients' unmet needs, priorities, and preferences. However, current methods rely either on manual analysis and do not scale, or on automatic processing, yielding mainly quantitative insights. Methods that can automatically summarize texts and yield qualitative insights at scale are missing. The objective of this study was to evaluate to what extent state-of-the-art large language models can appropriately summarize posts shared by patients in web-based forums and health communities. Specifically, the goal was to compare the performance of different language models and prompting strategies on the task of summarizing documents reflecting the experiences of individual patients. In our experimental and comparative study, we applied 3 different language models (Flan-T5, Generative Pretrained Transformer [GPT], GPT-3, and GPT-3.5) in combination with various prompting strategies to the task of summarizing posts from patients in online communities. The generated summaries were evaluated with respect to 124 manually created summaries as a ground-truth reference. As evaluation metrics, we used 2 standard metrics from the field of text generation, namely, Recall-Oriented Understudy for Gisting Evaluation (ROUGE) and BERTScore, to compare the automatically generated summaries to the manually created reference summaries. Among the zero-shot prompting-based large language models investigated, GPT-3.5 performed better than the other models with respect to the ROUGE metrics, as well as with respect to BERTScore. While zero-shot prompting seems to be a good prompting strategy, overall GPT-3.5 in combination with directional stimulus prompting in a 3-shot setting had the best results with respect to the aforementioned metrics. A manual investigation of the summarization of the best-performing method showed that the generated summaries were accurate and plausible compared to the manual summaries. Taken together, our results suggest that state-of-the-art pretrained language models are a valuable tool to provide qualitative insights about the patient experience to better understand unmet needs, patient priorities, and how a disease impacts daily functioning and quality of life to inform processes aimed at improving health care delivery and ensure that drug development focuses more on the actual priorities and unmet needs of patients. The key limitations of our work are the small data sample as well as the fact that the manual summaries were created by 1 annotator only. Furthermore, the results hold only for the examined models and prompting strategies, potentially not generalizing to other models and strategies.

In this study, Knowledge-Based View (KBV) and Theory of Technology in a Generic Customer Knowledge Management (CKM) Framework were assimilated to demonstrate the Organizational, Human and Technological antecedent factors that enable CKM processes to improve software product quality. A Theoretical CKM Framework was developed by extracting Human, Organizational and Technological factors from the literature, then, the “Technique for Order of Preference by Similarity to Ideal Solution” (TOPSIS) Multi-Criteria Decision Making (MCDM) method was applied to find the importance level of factors to CKM development in software companies. The weight and priority of factors were determined by 31 experts in enterprise software development companies. The results show that, from an expert viewpoint, CKM antecedent factors are categorized into high priority and low priority groups. Organizational factors such as “Customer Involvement”, “Customer-Centric Culture” and “CKM Strategy Development” are high priority.

We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.

In our digital age, data are generated constantly from public and private sources, social media platforms, and the Internet of Things. A significant portion of this information comes in the form of unstructured images and videos, such as the 95 million daily photos and videos shared on Instagram and the 136 billion images available on Google Images. Despite advances in image processing and analytics, the current state of the art lacks effective methods for discovering, linking, and comprehending image data. Consider, for instance, the images from a crime scene that hold critical information for a police investigation. Currently, no system can interactively generate a comprehensive narrative of events from the incident to the conclusion of the investigation. To address this gap in research, we have conducted a thorough systematic literature review of existing methods, from labeling and captioning to extraction, enrichment, and transforming image data into contextualized information and knowledge. Our review has led us to propose the vision of storytelling with image data, an innovative framework designed to address fundamental challenges in image data comprehension. In particular, we focus on the research problem of understanding image data in general and, specifically, curating, summarizing, linking, and presenting large amounts of image data in a digestible manner to users. In this context, storytelling serves as an appropriate metaphor, as it can capture and depict the narratives and insights locked within the relationships among data stored across different islands. Additionally, a story can be subjective and told from various perspectives, ranging from a highly abstract narrative to a highly detailed one.

Using a longitudinal sample of young Chinese students (fall and spring in grades 1 and 2: times 1-4, respectively) and growth curve analysis, this study examined whether the initial status and growth rates of compounding awareness from time 1 to time 4 uniquely contribute to reading comprehension at time 4 and whether word-reading efficiency at time 4 mediates the association between initial status and growth in compounding awareness and reading comprehension at time 4. The results indicated that initial status and growth rates of compounding awareness made a significant direct contribution to reading comprehension at the end of second grade after controlling for IQ, phonological awareness, and vocabulary knowledge. The relationship between initial status and growth rates of compounding awareness and reading comprehension were fully mediated by word-reading efficiency. The findings underscore the importance of growth in compounding awareness for reading comprehension and add to the literature about the nature of the morphological awareness and reading comprehension relationship in Chinese.

A video lesson with generative learning activities has the potential to improve learning by engaging learners. However, existing literature regarding designing and implementing an interactive video lesson is insufficient. In the present study, we aimed to investigate: a) whether the use of the summarizing strategy would benefit learning via video with regard to learning outcome, cognitive load, intrinsic motivation, and metacognition; and b) which self-explanation prompts would further engage learners. A total of 149 university students were randomly assigned to one of six conditions formed by a 2 X 3 design with self-explanation prompts (structured prompts vs. open-ended prompts) and summarizing (constructed summarizing vs. provided summarizing vs. no summarizing) as the between-subjects factors. Analysis of covariance indicated that: a) the structured prompts reduced extraneous cognitive load and fostered metacognition, b) the positive effect of the structured prompts on retention was dependent upon no summarizing, and c) the provided summarizing strategy resulted in higher perceived competence when compared to the constructed summarizing strategy. These findings are discussed within the contemporary engagement theory and cognitive load theory.