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While current educational technologies have the potential to
fundamentally enhance literacy education, many of these tools
remain unknown to or unused by today's practitioners due to a lack
of access and support. Adaptive Educational Technologies for
Literacy Instruction presents actionable information to educators,
administrators, and researchers about available educational
technologies that provide adaptive, personalized literacy
instruction to students of all ages. These accessible,
comprehensive chapters, written by leading researchers who have
developed systems and strategies for classrooms, introduce
effective technologies for reading comprehension and writing
skills.
While current educational technologies have the potential to
fundamentally enhance literacy education, many of these tools
remain unknown to or unused by today's practitioners due to a lack
of access and support. Adaptive Educational Technologies for
Literacy Instruction presents actionable information to educators,
administrators, and researchers about available educational
technologies that provide adaptive, personalized literacy
instruction to students of all ages. These accessible,
comprehensive chapters, written by leading researchers who have
developed systems and strategies for classrooms, introduce
effective technologies for reading comprehension and writing
skills.
First published in 2007. Routledge is an imprint of Taylor &
Francis, an informa company.
First published in 2007. Routledge is an imprint of Taylor &
Francis, an informa company.
The" Handbook of Latent Semantic Analysis "is the authoritative
reference for the theory behind Latent Semantic Analysis (LSA), a
burgeoning mathematical method used to analyze how words make
meaning, with the desired outcome to program machines to understand
human commands via natural language rather than strict programming
protocols. The first book of its kind to deliver such a
comprehensive analysis, this volume explores every area of the
method and combines theoretical implications as well as practical
matters of LSA.
Readers will be introduced to a powerful new way of understanding
language phenomena, as well as innovative ways to perform tasks
that depend on language or other complex systems. The "Handbook
"clarifies misunderstandings and pre-formed objections to LSA, and
provides examples of exciting new educational technologies made
possible by LSA and similar techniques. It raises issues in
philosophy, artificial intelligence, and linguistics, while
describing how LSA has underwritten a range of educational
technologies and information systems. Alternate approaches to
language understanding are addressed and compared to LSA.
This work" "is essential reading for anyone-- newcomers to this
area and experts alike-- interested in how human language works or
interested in computational analysis and uses of text. Educational
technologists, cognitive scientists, philosophers, and information
technologists in particular will consider this volume especially
useful.
The Handbook of Latent Semantic Analysis is the authoritative
reference for the theory behind Latent Semantic Analysis (LSA), a
burgeoning mathematical method used to analyze how words make
meaning, with the desired outcome to program machines to understand
human commands via natural language rather than strict programming
protocols. The first book of its kind to deliver such a
comprehensive analysis, this volume explores every area of the
method and combines theoretical implications as well as practical
matters of LSA. Readers are introduced to a powerful new way of
understanding language phenomena, as well as innovative ways to
perform tasks that depend on language or other complex systems. The
Handbook clarifies misunderstandings and pre-formed objections to
LSA, and provides examples of exciting new educational technologies
made possible by LSA and similar techniques. It raises issues in
philosophy, artificial intelligence, and linguistics, while
describing how LSA has underwritten a range of educational
technologies and information systems. Alternate approaches to
language understanding are addressed and compared to LSA. This work
is essential reading for anyone-newcomers to this area and experts
alike-interested in how human language works or interested in
computational analysis and uses of text. Educational technologists,
cognitive scientists, philosophers, and information technologists
in particular will consider this volume especially useful.
There is commonly-held belief that some people learn better than
others because they are born that way. However, research indicates
that many people who learn better are simply more strategic: they
use effective strategies and techniques to improve their learning.
Further, these strategies and techniques can be taught to students.
Thus, understanding how we learn enriches our lives and the lives
of others. Written by leading experts on learning, this book
situates this topic within the broader context of educational
psychology research and brings it to a wider audience. With
chapters on how the mind works, evidence-based recommendations
about how to enhance learning from both the perspective of students
and teachers, and clear explanations of key learning concepts and
ideas, this short volume is designed for any education course that
includes learning in the curriculum. It is indispensable for pre-
and in-service teachers and student researchers alike.
There is commonly-held belief that some people learn better than
others because they are born that way. However, research indicates
that many people who learn better are simply more strategic: they
use effective strategies and techniques to improve their learning.
Further, these strategies and techniques can be taught to students.
Thus, understanding how we learn enriches our lives and the lives
of others. Written by leading experts on learning, this book
situates this topic within the broader context of educational
psychology research and brings it to a wider audience. With
chapters on how the mind works, evidence-based recommendations
about how to enhance learning from both the perspective of students
and teachers, and clear explanations of key learning concepts and
ideas, this short volume is designed for any education course that
includes learning in the curriculum. It is indispensable for pre-
and in-service teachers and student researchers alike.
Coh-Metrix is among the broadest and most sophisticated automated
textual assessment tools available today. Automated Evaluation of
Text and Discourse with Coh-Metrix describes this computational
tool, as well as the wide range of language and discourse measures
it provides. Part I of the book focuses on the theoretical
perspectives that led to the development of Coh-Metrix, its
measures, and empirical work that has been conducted using this
approach. Part II shifts to the practical arena, describing how to
use Coh-Metrix and how to analyze, interpret, and describe results.
Coh-Metrix opens the door to a new paradigm of research that
coordinates studies of language, corpus analysis, computational
linguistics, education, and cognitive science. This tool empowers
anyone with an interest in text to pursue a wide array of
previously unanswerable research questions.
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