[Corpora-List] [CfP] Last CfP : READI Workshop at LREC 2020: Extended deadline : the 21st February 2

[TODIRASCU Amalia (LET)]

Join Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI) 
LREC 2020 (Marseille, France)
Monday 11th (Morning) May 2020 in Marseille, FranceEXTENDED DEADLINE: the 21st February 2020!!!!Web site: https://readi-lrec2020.wixsite.com/readi-lrec2020Call for Papers:https://lrec2020.lrec-conf.org/media/filer_public/ad/d9/add94164-2f16-43e5-ab2d-02594d5d56b9/cfp-readi_lrec2020.pdfWorkshop Description
This workshop invites participation from individuals with experience and/or interest in natural
language applications for automatic text adaptation as a device to improve reading. The general idea
is to stimulate discussion of different ongoing research questions concerning solutions to leverage
document accessibility. By bringing together researchers from various research communities, we aim
to address the issue from different angles.
A combination of presentations in different domains will provide participants with concepts, tools and
resources to further the development of the research community.
Motivation and Topics of interest
The aim of the workshop is to present current state-of-the-art techniques and achievements for text
simplification together with existing reading aids and resources for lifelong learning. The materials are
addressed to children struggling with difficulties in learning to read, to the community of teachers,
speech-language pathologists and parents seeking solutions, but also to those professionals involved
with adults struggling with reading (illiterates, aphasic readers, low vision readers, etc.).
The workshop aims to address the issue from a variety of domains and languages, including natural
language processing, linguistics, psycholinguistics, psychophysics of vision and education. Topics
include but are not limited to the following:-Theoretical frameworks for text adaptation
-Resources for text adaptation (corpora, lexicons)
-Empirical validation of textual adaptations
-Assessment of text difficulty (readability)
-Complex word identification
-Generation of simple texts from textual data
-Automatic text simplification, including:
o Lexical simplification
o Syntactic simplification
o Discourse simplification
-Evaluation procedures and measures in text adaptation
-Meaning representation in text adaptation
-Educational devices for reading
Summary of the callRecent studies show that the number of children and adults facing difficulties in reading and understanding written texts is steadily growing (PIRLS 2016 (Mullis et al. 2017); Unicef 2018). Reading challenges can show up early on and may include reading accuracy, speed, or comprehension to the extent that the impairment interferes with academic achievement or activities of daily life.Various technologies (text customization, text simplification, text to speech devices, screening for readers through games and web applications, to name a few) have been developed to help poor readers to get better access to information as well as to support reading development (McNamara 2007; Gasparini & Culén 2012; Rauschenberger et al.2019). Among those technologies, text simplification (Siddarthan 2014; Saggion 2017) might be a powerful way to leverage document accessibility by using NLP techniques. The idea is not to impoverish written language but to propose simplified versions of a given text that convey the exact same meaning.Adapting a text will allow people with reading difficulties to eventually get through a text and thus discover the pleasure of reading through understanding what they read. This will allow them to enter a virtuous circle, whereby word recognition and decoding skills are trained through reading more. The promise of this enterprise is that training readers on simpler texts will lower their give-up threshold and improve their decoding, word recognition and comprehension skills, which ultimately would allow them to move on to more complex texts.In this workshop, in line with other workshops such as Automatic Text Adaptation (ATA 2018) at INLG1, tutorials at RANLP and COLING2 or more wide area conferences such as ASSETS3, we aim to address the topic through different points of view, going from the psycholinguistic insights of reading impairments to better tackle the problem, to natural language techniques for building tools and resources, and to educational issues regarding the use of adapted material individually, in the classrooms or in other remediation spaces.The workshop will act as a stimulus for the discussion of several ongoing research questions driving current and future research by bringing together researchers from various research communities involved with tackling difficulties in reading.Share your LRs!" initiativeWhen submitting a paper from the START page, authors will be asked to provide essential information about resources (in a broad sense, i.e. also technologies, standards, evaluation kits, etc.) that have been used for the work described in the paper or are a new result of your research. Moreover, ELRA encourages all LREC authors to share the described LRs (data, tools, services, etc.) to enable their reuse and replicability of experiments (including evaluation ones).
Paper Submission InstructionsPaper Length: submissions are expected to be between a minimum of 4 and a maximum of 8 pages
in length, references included.Submission Format: please check LREC author’s kit page for more details. Papers that do not conform
to these requirements will be rejected without review.Submissions should be made via the START conference system https://www.softconf.com/lrec2020/READI2020​Important Dates :- submission deadline: February 21st, 2020
- notification of acceptance: March 13, 2020
- deadline for camera-ready versions: April 3, 2020
- workshop : May 11 am.Organizing CommitteeDelphine Bernhard Université de Strasbourg, France 
Thomas François Université catholique de Louvain, Belgium 
Núria Gala Aix Marseille Université, France 
Daria Goryachun Aix Marseille Université, France 
Ludivine Javourey-Drevet Aix Marseille Université, France 
Anne Laure Ligozat Université Paris Sud, France 
Amalia Todirascu Université de Strasbourg, France 
Rodrigo Wilkens Université de Strasbourg, France 
Johannes Ziegler Aix Marseille Université, FranceProgram Committee 
Delphine Bernhard Université de Strasbourg, France 
Dominique Brunato ILC, Pisa, Italy 
Eric Castet Aix Marseille Université, France 
Cédrick Fairon Université catholique de Louvain, Belgium 
Thomas François Université catholique de Louvain, Belgium 
Núria Gala Aix Marseille Université, France 
Arne Jönsson Linköping University, Sweden 
Ekaterina Kochmar University of Cambridge, UK 
Anne Laure Ligozat Université Paris Sud, France 
Detmar Meurers Université de Tübingen, Germany 
Horacio Saggion Université Pompeu Fabra, Catalonia, Spain
Sanja Stajner Symanto Research, Germany 
Anaïs Tack Université catholique de Louvain, Belgium 
Amalia Todirascu Université de Strasbourg, France 
Vincent Vandeghinste Instituut voor de Nederlandse Taal (Dutch Lge. Institute), Belgium 
Giulia Venturi ILC, Pisa, Italy 
Aline Villavicencio University of Sheffield, United Kingdom 
Elena Volodina University of Gotheburg, Sweden 
Rodrigo Wilkens Université de Strasbourg, France 
Johannes Ziegler Aix Marseille Université, FranceContact person nuria.gala at univ-amu.fr
References 
Gasparini, A. & Culén, A. L. (2012) Tablet PCs – An assistive technology for students with reading difficulties. In proceedings of the fifth International Conference on Advances in Computer-Human Interactions (ACHI), Valencia, Spain. 
McNamara, D. (2007) Reading Comprehension Strategies: Theories, Interventions, and Technologies. Lawrence Erlbaum Ass, Inc. Publishers, New Jersey.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 International Results in Reading. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/pirls2016/international-results/
Rauschenberger, M., Baeza–Yates R., Rello, L. (2019) Technologies for Dyslexia. In: Yesilada Y., Harper S. (eds) Web Accessibility. Human–Computer Interaction Series. Springer, London. 
Saggion, H. (2017) Automatic Text Simplification. Synthesis lectures on Human Language Technologies. Graeme Hirst, Series Editor.
Siddhartan, A. (2014) A survey of research on text simplification. ITL-International Journal of Applied Linguistics. 
UNICEF (2018) https://data.unicef.org/topic/education/literacy/
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