PFI:AIR - TT: The RULE project: Read Understand Learn & Excel

这个PFI：空气技术翻译项目专注于建立一个名为RULE(阅读理解学习Excel)的计算机化工具，动态评估和治疗阅读理解和保持方面的缺陷，这些缺陷在有认知障碍的中学和大专学生中很常见，但目前被忽视。该项目的动机是有机会通过开发阅读理解和保持的生态评估来填补临床实践和教育阅读评估的空白。评估包括对(A)即时和延迟(24小时)阅读理解的自动评估；(B)阅读策略的使用和学习技巧的使用，使用适合高中后期和大学阶段有困难的读者的文本。由于目前还没有经过验证的工具，负责与在阅读方面有高水平挑战的学生合作的临床医生和教育工作者将对综合评估和干预计划RULE非常感兴趣。主要产品将是阅读理解自动评估的原型，其中包括对读者使用阅读前策略(例如，激活现有知识的预习)、阅读期间策略(例如，笔记、突出显示和定期复习策略)和复习策略(例如，总结和自我测试策略)的评估。评估将与项目团队在他们之前的NSF CampusReader项目中开发的阅读策略培训计划相结合。规则评估的自动化和生态化对于临床医生和教育工作者的巨大市场空间是可取的，因为他们的时间非常有限，因此无法像高水平阅读理解障碍所需的那样使评估和干预个性化。本项目解决了在评估过程中适当使用临床医生时间的问题。它使用的技术可以通过自动化评估的繁琐和容易出错的部分来帮助临床医生。特别是：(1)它将从读者与规则界面的交互中推断出阅读策略的使用，(2)当学生被要求提供他们所读内容的书面摘要时，规则将自动评估该摘要，并潜在地将摘要中的错误与阅读策略使用中的错误联系起来，即将写作错误与阅读错误联系起来。除了列出的项目人员外，计算机与信息科学和通信障碍与AMP的一个多学科小组，分别由一名本科生、一名硕士和一名博士生组成；科学项目将被选中，并将在该项目中获得学术学分，以支持他们在具有高临床影响的多学科技术开发项目中的工作经验。研究人员将与创新伙伴关系服务公司(俄勒冈大学)和区域加速器和创新网络(支持创业努力的区域实体)合作，努力进行技术转让，为市场制定规则。

This PFI: AIR Technology Translation project focuses on building a computerized tool called RULE (Read Understand Learn Excel) that dynamically assesses and treats deficits in reading comprehension and retention that are common, but currently ignored, in secondary and postsecondary students with cognitive impairments. The project is motivated by the opportunity to fill the gap in clinical practice and educational reading assessment by developing an ecological assessment of reading comprehension and retention. The assessment includes an automated evaluation of (a) immediate and delayed (24 hour) reading comprehension; and (b) reading strategy use and study skills using text appropriate for struggling readers in late high school and college. The integrated assessment and intervention program, RULE, will be of great interest to clinicians and educators responsible for working with students who have high level challenges in reading as currently there are no validated tools. The primary product will be a prototype of an automated assessment of reading comprehension that includes an evaluation of readers' use of Before Reading Strategies (e.g., preview with activation of existing knowledge), During Reading Strategies (e.g., notetaking, highlighting, and periodic review strategies), and Review Strategies (e.g., summarization and self testing strategies). The assessment will be integrated with a reading strategy training program that was developed by the project team in their previous NSF CampusReader project. The automated and ecological nature of the RULE assessment will be desirable to the large market space of clinicians and educators who have very limited time thus are unable to personalize assessment and interventions as is required for high level reading comprehension impairments.This project addresses the problem of appropriate use of clinician-time during assessment. It uses technology that can assist the clinician by automating tedious and error-prone portions of an assessment. In particular: (1) it will infer reading-strategy use from the reader's interaction with the RULE interface, and (2) when students are asked to provide a written summary of what they have read, RULE will automate assessment of that summary and potentially link errors in the summary with errors in use of reading-strategies, i.e., link writing errors with reading errors.In addition to the listed project personnel, a multidisciplinary team of one undergraduate, one masters and one PhD student each from the Computer and Information Sciences and Communication Disorders & Sciences programs will be selected and will earn academic credit on the project in order to support their experience of working on a multidisciplinary technology development project with high clinical impact. The researchers will work with Innovation Partnership Services (University of Oregon) and Regional Accelerator and Innovation Network (regional entity supporting entrepreneurial efforts) in the technology transfer effort to ready RULE for the market place.