This workshop invites participation from individuals with experience and/or interest in text adaptation or in other technologies to improve reading or to facilitate readability. The general idea is to stimulate discussion on 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.
==MOTIVATION AND TOPICS OF INTEREST==
The aim of the workshop is to present current state-of-the-art techniques and achievements for text adaptations together with existing reading aids and resources for lifelong learning. The materials can be 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 adults and 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:
- Technologies and resources for enhancing the training and reading capacities - Educational devices for reading - 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: - Lexical simplification - Syntactic simplification - Discourse simplification - Evaluation procedures and measures in text adaptation - Meaning representation in text adaptation - …
==SUMMARY OF THE CALL==
Recent 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 and initiatives (Clear Writing, 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 (Kimble 1992; McNamara 2007; Gasparini & Culén 2012; Rauschenberger et al. 2019). Among NLP technologies, text simplification (Siddarthan 2014; Saggion 2017) may prove to be a powerful way to leverage document accessibility (Javourey-Drevet et al. forthcoming). The idea is not to impoverish written language but to propose adapted versions of a given text that convey the exact same meaning than the original versions.
In this workshop, in line with other workshops such as Automatic Text Adaptation (ATA 2018) at INLG, tutorials at RANLP and COLING or more wide area conferences such as ASSETS, 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.
Describe and Share your LRs!
In addition to describing your LRs in the LRE Map – now a normal step in the submission procedure of many conferences – LREC recognises the importance of sharing resources and making them available to the community. When submitting a paper, you will be offered the possibility to share your LRs (data, tools, web-services, etc.), uploading them in a special LREC repository set up by ELRA. Your LRs will be made available to all LREC participants before the conference, to be re-used, compared, analysed. This effort of sharing LRs, linked to the LRE Map for their description, contributes to creating a common repository where everyone can deposit and share data.
==NOTE ON PLAGIARISM==
Plagiarism is defined by IEEE as "the reuse of someone else's prior processes, results, or words without explicitly acknowledging the original author and source". Similarity with other published materials, including self-plagiarism, will be checked for all papers submitted to READI 2022. Papers with a high level of similarity with other published material will be rejected.
==PAPER SUBMISSION INSTRUCTIONS==
Paper 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 (link below) for more details. https://lrec2022.lrec-conf.org/en/submission2022/authors-kit/
Papers that do not conform to these requirements will be rejected without review.
The submissions will be anonymous (blind reviews).
Submission website : https://www.softconf.com/lrec2022/READI
*IMPORTANT*: All time indications are midnight GMT+1.
- submission deadline: April 10, 2022 - notification of acceptance: May 2, 2022 - deadline for camera-ready versions: May 23, 2022 - workshop : Friday June 24, 2022
Invited speaker 1: Arne Jönsson, Linköping University, Sweden
Invited speaker 2: Carolina Scarton, University of Sheffield, UK
David Alfter, Université catholique de Louvain, Belgium Aurélie Calabrèse, Aix Marseille Université, France Rémi Cardon, Université catholique de Louvain, Belgium Thomas François, Université catholique de Louvain, Belgium Núria Gala, Aix Marseille Université, France Daria Goriachun, Aix Marseille Université, France Horacio Saggion, Universitat Pompeu Fabra, Catalonia, Spain Amalia Todirascu, Université de Strasbourg, France Rodrigo Wilkens, Université catholique de Louvain, Belgium
David Alfter, Université catholique de Louvain, Belgium Delphine Bernhard, Université de Strasbourg, France Aurélie Calabrèse, Aix Marseille Université, France Rémi Cardon, Université catholique de Louvain, Belgium Thomas François, Université catholique de Louvain, Belgium Núria Gala, Aix Marseille Université, France Ludivine Javourey-Drevet, Université de Lille, France Detmar Meurers, Universität Tübingen, Germany Horacio Saggion, Universitat Pompeu Fabra, Catalonia, Spain Matthew Shardlow, Manchester Metropolitan University, United Kingdom Raffaele Spiezia, Università degli Studi della Campania “Luigi Vanvitelli”, Italy Anaïs Tack, Stanford University, US Amalia Todirascu, Université de Strasbourg, France Vincent Vandeghinste, Instituut voor de Nederlandse Taal, the Netherlands / University of Leuven, Belgium Giulia Venturi, Istituto di Linguistica Computazionale A. Zampolli (ILC-CNR), Pisa, Italy Aline Villavicencio, University of Sheffield, United Kingdom Rodrigo Wilkens, Université catholique de Louvain, Belgium Leonardo Zilio, University of Surrey, United Kingdom Michael Zock, Aix Marseille Université, France
Núria Gala nuria dot gala @ univ-amu dot fr
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.
Javourey-Drevet, L., François, T., Gala, N., Dufau, S., Ginestié, J., & Ziegler, J. C. (forthcoming) Simplification of Literary and Scientific Texts to Improve Reading Fluency and Comprehension in Beginning Readers of French. Applied Psycholinguistics.
Kimble, J. (1992) Plain English: A Charter for Clear Writing. TM Cooley L. Rev., 9, 1.
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.
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