Readability Statistics
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Guide to using MS word readability statistics to make documents more accessible to second language learners, reluctant readers etc.
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Using Word's Readability Statistics
Brief guide with audio on how to use MS Word Readability Statistics. Aimed at teachers of English language learners, children, reluctant readers etc
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The document discusses various topics related to the English language vocabulary:
1. There is no definitive count of words in the English language, though estimates range from 600,000-1,000,000 words. The Oxford English Dictionary defines over 600,000 words.
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Brief guide with audio on how to use MS Word Readability Statistics. Aimed at teachers of English language learners, children, reluctant readers etc
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Kotonoha is an open source spaced repetition system (SRS) for learning Japanese words. It uses example sentences to teach words in context, which addresses limitations of traditional flashcards. Users can add words from texts and view example sentences. The system assigns readings, definitions, and selects diverse, high-quality example sentences for words during spaced repetition practice. It aims to help users build a rich vocabulary through context-based learning and is currently in open beta testing.
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1. There is no definitive count of words in the English language, though estimates range from 600,000-1,000,000 words. The Oxford English Dictionary defines over 600,000 words.
2. While Chinese has the most written characters, estimates suggest English has the largest vocabulary among European languages due to its openness to importing words from other languages.
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The document provides guidance on writing effective correspondence through clear, concise, and vigorous writing. It discusses identifying standards for effective writing and techniques to improve writing, such as using active voice, eliminating wordy expressions, varying sentence length, and ensuring sentence clarity. The goal is to communicate messages in a single, rapid reading that is free of errors and easy to understand.
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LANGUAGE II READING AND COMPREHENDING TEXT.docx
LANGUAGE II: READING AND COMPREHENDING TEXT
*
Top-Down and Bottom-Up Processes in Reading
Reading is an exercise in pattern recognition
Involves both bottom-up and top-down processing
Bottom-Up: data (text) drives processing
Top-Down: expectations and knowledge facilitates processing
Mechanical Aspects of Reading
*
Eye Movements
Methodology
Eye movements can be tracked with an infrared beam
A non-invasive technique
*
Saccades and Fixations
Saccades: discrete movements made by eyes from one point to another
Saccadic suppression
During saccades, we take in little or no visual information
Fixations
Brief pauses to allow information intake
Last 200 to 300 ms
Gazes = consecutive fixations
Gaze duration = summed duration of gazes
*
Where vs. When
Two major dimensions of interest in eye movements
When they occur (fixation duration)
Where they go (i.e., “landing spots”)
On average, 65% of words are fixated
80% of content words
40% of function words
You’ll note a number of interesting characteristics of eye fixations and eye movements. First, some words are fixated twice, and some not at all. Notice how content words, like devices and combustion receive more gaze time than do function words like and and that; sometimes, these function words are not fixated at all.
*
Fixation time determined by how challenging word is to process
Top-down factors—based on knowledge, experience
Word Frequency
Low frequency words receive longer fixations than high frequency words
Word Predictability
Unpredictable words (based on context) receive longer fixations than predictable words
Age at which word was acquired
The younger you acquired the word the less time it is fixated
*
Factors affecting “landing spot”
Bottom-up factors—based on physical characteristics
Length of saccade is determined by:
length of the current word being fixated
length of the word to the immediate right
Fixations “land” about ¼ of the way into the word
*
Eye Movements: Word Skipping
Word Skipping
30% of words are skipped (Rayner,1998)
Top-down and bottom-up factors affect the probability of word skipping
Words that tend to be skipped are:
highly constrained, high frequency (top-down)
short in length (bottom-up)
*
Eye Movements: Word Skipping
Regressive Saccades
10-15% of saccades are backwards
Occur when a word is difficult
Good and poor readers differ in the quality of regressive saccades
Good readers are good are regressing back to exactly where they encountered the problem
Poor readers must do more backtracking to zero in on where they had a problem
Regressive saccades are not the cause of poor reading
Correlation ≠ causation
*
Eye Movements: Regressive Saccades
Perceptual Span
The amount of text around a fixation point that is effectively covered by eyes
For English: 3 to the left, 15 to the right
Perceptual span differs based on:
Orthography
Hebrew is mirror image of English (read left to right)
Difficulty of mate ...
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Guide to using MS word readability statistics to make documents more accessible to second language learners, reluctant readers etc.
The Mystery of the Mary Celeste
In 1871 a deserted ship is found drifting in the sea. The captain and the crew have disappeared...
Aimed at young learners but of general interest. Linked to learning activities & video here: http://ghoststories.eslreading.org/ghost/maryceleste.html
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Things to consider when teaching ESOL students on mainstream courses. Includes tips for simplifying assignment briefs etc.
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A Christmas Carol_ppt
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Curso intro a gvsig
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Similar to Readability Statistics
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The document discusses building reading fluency in students. It defines fluency as the ability to read accurately, quickly, and with proper expression. Several factors can inhibit fluency, including unfamiliarity with text, limited vocabulary, and decoding difficulties. The document recommends assessing fluency through timed readings and error counts, and providing explicit instruction in decoding skills, repeated readings, and partner reading to help students improve their fluency.
Reading vocabulary Wiseman
This document discusses strategies for developing reading skills in adult students. It recommends activating students' background knowledge before reading, using prereading activities like shadow reading. Goals for reading speed and comprehension should be set. Specific reading exercises and materials at different difficulty levels can be used to help students see their progress. Praise and rewards can motivate students as they work to improve their reading proficiency.
Preparing effective correspondence
Preparing effecting correspondence: A program that provides instruction on how to write clear and concise communications.
Preparing Effective Correspondence
This program assist employees in learning how to prepare effective correspondence to communicate in writing in a clear and concise manner. Developed for State Applicant Liaisons and time extension letters for public assistance projects.
Preparing Effective Correspondence
The document provides guidance on writing effective correspondence through clear, concise, and vigorous writing. It discusses writing with clarity by using active voice, eliminating wordiness, and ensuring sentence clarity. Specific techniques include using short words and sentences, writing paragraphs under 10 lines, and varying sentence length for emphasis and ease of reading. Wordy expressions like pompous diction, redundant pairs, and smothered verbs are defined and examples given for improving writing by removing them.
Preparing effective correspondence
The document provides guidance on writing effective correspondence through clear, concise, and vigorous writing. It discusses identifying standards for effective writing and techniques to improve writing, such as using active voice, eliminating wordy expressions, varying sentence length, and ensuring sentence clarity. The goal is to communicate messages in a single, rapid reading that is free of errors and easy to understand.
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This document provides guidance for analyzing the oral language of a learner as part of a case study assignment. It includes an overview of the assignment requirements and rubric. Students will analyze a transcript of the learner's oral language to identify patterns in their use of language functions and language systems. Examples of language functions include instrumental, regulatory, interactional, and others. Language systems include phonology, syntax, semantics, and others. Charts are provided to record examples from the transcript. The presentation provides guidance on completing the analysis, including how to code the transcript for language functions and systems.
LANGUAGE II READING AND COMPREHENDING TEXT.docx
LANGUAGE II: READING AND COMPREHENDING TEXT
*
Top-Down and Bottom-Up Processes in Reading
Reading is an exercise in pattern recognition
Involves both bottom-up and top-down processing
Bottom-Up: data (text) drives processing
Top-Down: expectations and knowledge facilitates processing
Mechanical Aspects of Reading
*
Eye Movements
Methodology
Eye movements can be tracked with an infrared beam
A non-invasive technique
*
Saccades and Fixations
Saccades: discrete movements made by eyes from one point to another
Saccadic suppression
During saccades, we take in little or no visual information
Fixations
Brief pauses to allow information intake
Last 200 to 300 ms
Gazes = consecutive fixations
Gaze duration = summed duration of gazes
*
Where vs. When
Two major dimensions of interest in eye movements
When they occur (fixation duration)
Where they go (i.e., “landing spots”)
On average, 65% of words are fixated
80% of content words
40% of function words
You’ll note a number of interesting characteristics of eye fixations and eye movements. First, some words are fixated twice, and some not at all. Notice how content words, like devices and combustion receive more gaze time than do function words like and and that; sometimes, these function words are not fixated at all.
*
Fixation time determined by how challenging word is to process
Top-down factors—based on knowledge, experience
Word Frequency
Low frequency words receive longer fixations than high frequency words
Word Predictability
Unpredictable words (based on context) receive longer fixations than predictable words
Age at which word was acquired
The younger you acquired the word the less time it is fixated
*
Factors affecting “landing spot”
Bottom-up factors—based on physical characteristics
Length of saccade is determined by:
length of the current word being fixated
length of the word to the immediate right
Fixations “land” about ¼ of the way into the word
*
Eye Movements: Word Skipping
Word Skipping
30% of words are skipped (Rayner,1998)
Top-down and bottom-up factors affect the probability of word skipping
Words that tend to be skipped are:
highly constrained, high frequency (top-down)
short in length (bottom-up)
*
Eye Movements: Word Skipping
Regressive Saccades
10-15% of saccades are backwards
Occur when a word is difficult
Good and poor readers differ in the quality of regressive saccades
Good readers are good are regressing back to exactly where they encountered the problem
Poor readers must do more backtracking to zero in on where they had a problem
Regressive saccades are not the cause of poor reading
Correlation ≠ causation
*
Eye Movements: Regressive Saccades
Perceptual Span
The amount of text around a fixation point that is effectively covered by eyes
For English: 3 to the left, 15 to the right
Perceptual span differs based on:
Orthography
Hebrew is mirror image of English (read left to right)
Difficulty of mate ...
How to make powerful powerpoint presentations.
This document provides tips for creating an effective PowerPoint presentation. It recommends keeping slides clear, concise, and to the point with 1-2 slides per minute of presentation time. Tips include using point form instead of sentences, considering slide structure, color scheme, fonts, backgrounds, content, and proofreading. Effective slide design focuses the audience on key points and supports the overall presentation message.
Supporting Low Level Readers in the Common Core Classroom
This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
Segmentation Words for Speech Synthesis in Persian Language Based On Silence
Abstract: In speech synthesis in text to speech systems, the words usually break to different parts and use from recorded sound of each part for play words. This paper use silent in word's pronunciation for better quality of speech. Most algorithms divide words to syllable and some of them divide words to phoneme, but This paper benefit from silent in intonation and divide words at silent region and then set equivalent sound of each parts whereupon joining the parts is trusty and speech quality being more smooth . this paper concern Persian language but extendable to another language. This method has been tested with MOS test and intelligibility, naturalness and fluidity are better.
Keywords:TTS, SBS, Sillable, Diphone.
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Supporting Low Level Readers in the Common Core Classroom
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Readability Statistics
- 1. MS Readability Statistics • Understanding how they work • How they can help readability
- 2. Readability Statistics in MS Word
- 3. What am I looking for? Easy to read texts have low numbers in the following: passive voice words per sentence characters per word Flesch Reading Grade level Aim for a high number (60+) for Flesch 3
- 4. Academic Essays/ Assignments How easy to read? Here is an analysis of an assignment brief for a low level. Sentences per paragraph: 1 (low) Words per sentence: 12 (high) Characters per word: 5.3 (low) Passive: 9% (very high) Flesch Reading Ease: (30.4 ) (very high) Flsch Kikaid: 12.1 (very high) Analysis Text: use of passive voice, number of long sentences. Vocabulary score slightly misleading because of amount of repetition.