We present a method for partitioning expository texts into coherent multi-paragraph units which reeect the subtopic structure of the texts. Using Chafe's Flow Model of discourse, we observe that subtopics are often expressed by the interaction of multiple simultaneous themes. We describe two fully-implemented algorithms that use only term repetition information to determine the extents of the s...

This paper looks at two specific problems faced by second-language university students attending courses in English for Academic Purposes: expository texts and reading-to-write tasks. A reading reaction journal (RRJ) can provide a forum for students as they activate a variety of reading strategies when reading expository text and in addition, can provide a focal point for students as they criti...

An overview of TOPIC is provided, a knowledge-based text information system for the analysis of Germanlanguage texts. TOPIC supplies text condensates (summaries) on variable degrees of generality and makes available facts acquired from the texts. The presentation focuses on the major methodological principles underlying the design of TOPIC: a frame representation model that incorporates various...

BACKGROUND Previous studies have suggested that when reading texts, lower achievers are more sensitive than their stronger counterparts to surface-level cues, such as graphic illustrations, and that even when uninformative, such concrete supplements tend to raise the text's subjective comprehensibility. AIMS We examined how being led astray by uninformative concrete supplements in expository ...

This note is completely expository, and contains a whirlwind abridged introduction to the topic of mixture models by focusing on the application of clustering. More detailed and complete expositions are available in the literature; for instance, the standard machine learning texts (e.g. [Mur12, Bis06]) provide a thorough treatment of this material.

PURPOSES To investigate, in the oral retelling after reading process, the syntactic markers capable of characterizing different clinical groups of developmental reading disabilities. METHODS Thirty-two Brazilian students were evaluated: dyslexic group (DG) - 16 individuals were diagnosed with developmental dyslexia; control group (CG) - 16 individuals did not present reading difficulties when...