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Generating Reading Comprehension Questions for Different Genres of Text

Generating Reading Comprehension Questions for Different Genres of Text. Wei Chen Carnegie Mellon University. Goal. Natural language understanding Understanding text Acquiring knowledge Education Teaching children to read Understanding how children learn to read

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Generating Reading Comprehension Questions for Different Genres of Text

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  1. Generating Reading Comprehension Questions for Different Genres of Text Wei Chen Carnegie Mellon University

  2. Goal • Natural language understanding • Understanding text • Acquiring knowledge • Education • Teaching children to read • Understanding how children learn to read • Providing reasonable feedback to student generated questions

  3. Text Genre Larson, Mildred L. 1984.Meaning-based translation: A guide to cross-language equivalence. Lanham, MD: University Press of America. http://www.sil.org/LINGUISTICS/GlossaryOfLinguisticTerms/WhatIsATextGenre.htm

  4. Example Questions • Narratives Why did the country mouse decide not to come to town again? • Informational Text What are the three characteristics of being a living organism?

  5. Characteristics • Narratives Sequential • Informational Text Structural

  6. Focuses • Narratives: • Theme of the story • Causal relationship between events • Informational Text: • Text structure • Knowledge building

  7. What questions to ask? • Narratives • Generic questions • What is the story about? • Who is the main character? • When/Where did the story happen? • Mental state questions • (Other) inferential questions

  8. Informational text • Generic questions • What is the text about? • Why does the author mention this fact? • What can/did I learn from the text? • Questions about text structure (adapted from Filipenko 2005) • Problem-solution • Claim-evidence • Concept-attribute • Effect-cause • Compare/contrast Filipenko, M. Building Young Children’s Comprehension of Informational Text Structures During Daily Read-alouds. Literacy, Libraries and Learning: Using Books to Promote Reading , Writing and Research. Ray Doiron and Marlene Asselin. 2005

  9. How to identify good/bad questions? • Learning from human teachers What would a teacher like to teach? • Learning from students • What does a learner wonder? • What are the difficulties of comprehension? • Study of question templates • Extracting patterns of questions • Studying frequency of questions templates and their connection to text comprehension

  10. Classifying Questions • Plausible vs. nonsense • Inferential vs. shallow • Question-answer relationship (adapted from Raphael 1986) • The answer exists in one sentence • The answer exists in multiple sentences • The answer requires background knowledge • The answer is independent of the text Raphael, T. (1986). Teaching question answer relationships, revisited. The Reading Teacher (39) 6, 516-522.

  11. How to generate questions? • Search for linguistic indicators • Figure out text structure • Capture certain types of questions • Aggregate key information in the text • Build situation models • What’s missing? • What’s inferential? • Trigger proper question templates

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