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Information Opportunities for Natural Language Processing Research in Education 21 (noun) Æ informational (adjective)). In [57], the authors studied how ELLs’ ability to break down words into meaningful units (popularity = “popular” + “ity”) in 4th and 5th grade related to their vocabulary knowledge and reading comprehension. They reported that students who showed a greater understanding of morphology had high reading comprehension scores when holding constant their word reading fluency. They found a significant effect in the 4th grade, and a stronger effect in the 5th grade.

The central idea is that Text Adaptor feedback offers linguistic insight related to linguistic features in a text that might be difficult for ELLs. Linguistic complexity can interfere with ELL students’ content comprehension. The idea, then, is that teachers can use Text Adaptor feedback to make appropriate changes to a text, rendering the text more comprehensible to the student. Text Adaptor’s interface design and embedded functionality were inspired by academic research in the area of text adaptation, and through our early collaboration with teachers who participated in school-based pilot studies over the past three years [25].

The use of feature structures makes the defining of the syntax-semantics interface straightforward. 2 Information Structure By information structure we mean the way information is ‘packaged’ in an utterance. In this paper the terms theme and rheme are used. Theme relates an utterance to the previous discourse, while rheme advances the discourse by either providing entirely new information or modifying the information that was previously established. In many languages, including English, prosody is the main means of conveying information structure.

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