Continuous fluency tracking and the challenges of varying text complexity
This paper is a preliminary report on using text complexity measurement in the service of a new educational application. We describe a reading intervention where a child takes turns reading a book aloud with a virtual reading partner. Our ultimate goal is to provide meaningful feedback to the parent or the teacher by continuously tracking the child{'}s improvement in reading fluency. We show that this would not be a simple endeavor, due to an intricate relationship between text complexity from the point of view of comprehension and reading rate.
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