Neural Information Processing Systems http://nips.cc/

Models for student reading performance can empower educators and institutions to proactively identify at-risk students, thereby enabling early and tailored instructional interventions. However, there are no suitable publicly available educational datasets for modeling and predicting future reading performance. In this work, we introduce the Enhanced Core Reading Instruction (ECRI) dataset, a novel largescale longitudinal tabular dataset collected across 44 schools with 6,916 students and 172 teachers. We leverage the dataset to empirically evaluate the ability of state-of-the-art machine learning models to recognize early childhood educational patterns in multivariate and partial measurements. Specifically, we demonstrate a simple self-supervised strategy in which a Multi-Layer Perception (MLP) network is pre-trained over masked inputs to outperform several strong baselines while generalizing over diverse educational settings. To facilitate future developments in precise modeling and responsible use of models for individualized and early intervention strategies, our data and code are available at https://ecri-data.github.io/.

In recent years, automatic text summarization has witnessed significant advancement, particularly with the development of transformer-based models. However, the challenge of controlling the readability level of generated summaries remains an under-explored area, especially for languages with complex linguistic features like Turkish. This gap has the effect of impeding effective communication and also limits the accessibility of information. Controlling readability of textual data is an important element for creating summaries for different audiences with varying literacy and education levels, such as students ranging from primary school to graduate level, as well as individuals with diverse educational backgrounds. Summaries that align with the needs of specific reader groups can improve comprehension and engagement, ensuring that the intended message is effectively communicated. Furthermore, readability adjustment is essential to expand the usability of summarization models in educational and professional domains. Current summarization models often don't have the mechanisms to adjust the complexity of their outputs, resulting in summaries that may be too simplistic or overly complex for certain types of reader groups. Developing adaptive models that can tailor content to specific readability levels is therefore crucial. To address this problem, we create our own custom dataset and train a model with our custom architecture. Our method ensures that readability levels are effectively controlled while maintaining accuracy and coherence. We rigorously compare our model to a supervised fine-tuned baseline, demonstrating its superiority in generating readability-aware summaries.

Charles Darwin chatting with students about evolution, primary school pupils seeing their writing transformed into images, Luton reimagined as a cool automobile – artificial intelligence is invading schools across England in surprising ways. While Bridget Phillipson, the education secretary, in January called for a "digital revolution" involving AI in schools, it has already begun in places such as Willowdown primary school in Bridgwater, Somerset. Matt Cave, Willowdown's head teacher, said his pupils improve their descriptive writing by feeding their work into an AI client to generate images. "All of a sudden they've got all these pictures from different people's descriptions, and they can then discuss with their classmates whether that was the image they expected to be in the reader's head," Cave said. "It was really stimulating and thought-provoking for them to have a different audience."

Teaching literature under interdisciplinary contexts (e.g., science, art) that connect reading materials has become popular in elementary schools. However, constructing such contexts is challenging as it requires teachers to explore substantial amounts of interdisciplinary content and link it to the reading materials. In this paper, we develop LitLinker via an iterative design process involving 13 teachers to facilitate the ideation of interdisciplinary contexts for teaching literature. Powered by a large language model (LLM), LitLinker can recommend interdisciplinary topics and contextualize them with the literary elements (e.g., paragraphs, viewpoints) in the reading materials. A within-subjects study (N=16) shows that compared to an LLM chatbot, LitLinker can improve the integration depth of different subjects and reduce workload in this ideation task. Expert interviews (N=9) also demonstrate LitLinker's usefulness for supporting the ideation of interdisciplinary contexts for teaching literature. We conclude with concerns and design considerations for supporting interdisciplinary teaching with LLMs.

This paper introduces the Balanced Arabic Readability Evaluation Corpus BAREC, a large-scale, fine-grained dataset for Arabic readability assessment. BAREC consists of 68,182 sentences spanning 1+ million words, carefully curated to cover 19 readability levels, from kindergarten to postgraduate comprehension. The corpus balances genre diversity, topical coverage, and target audiences, offering a comprehensive resource for evaluating Arabic text complexity. The corpus was fully manually annotated by a large team of annotators. The average pairwise inter-annotator agreement, measured by Quadratic Weighted Kappa, is 81.3%, reflecting a high level of substantial agreement. Beyond presenting the corpus, we benchmark automatic readability assessment across different granularity levels, comparing a range of techniques. Our results highlight the challenges and opportunities in Arabic readability modeling, demonstrating competitive performance across various methods. To support research and education, we will make BAREC openly available, along with detailed annotation guidelines and benchmark results.

Selecting an appropriate book is crucial for fostering reading habits in children. While children exhibit varying levels of complexity when generating oral narratives, the question arises: do children's books also differ in narrative complexity? This study explores the narrative dynamics of literary texts used in schools, focusing on how their complexity evolves across different grade levels. Using Word-Recurrence Graph Analysis, we examined a dataset of 1,627 literary texts spanning 13 years of education. The findings reveal significant exponential growth in connectedness, particularly during the first three years of schooling, mirroring patterns observed in children's oral narratives. These results highlight the potential of literary texts as a tool to support the development of literacy skills.

Generative artificial intelligence (GenAI) holds great promise as a tool to support personalized learning. Teachers need tools to efficiently and effectively enhance content readability of educational texts so that they are matched to individual students reading levels, while retaining key details. Large Language Models (LLMs) show potential to fill this need, but previous research notes multiple shortcomings in current approaches. In this study, we introduced a generalized approach and metrics for the systematic evaluation of the accuracy and consistency in which LLMs, prompting techniques, and a novel multi-agent architecture to simplify sixty informational reading passages, reducing each from the twelfth grade level down to the eighth, sixth, and fourth grade levels. We calculated the degree to which each LLM and prompting technique accurately achieved the targeted grade level for each passage, percentage change in word count, and consistency in maintaining keywords and key phrases (semantic similarity). One-sample t-tests and multiple regression models revealed significant differences in the best performing LLM and prompt technique for each of the four metrics. Both LLMs and prompting techniques demonstrated variable utility in grade level accuracy and consistency of keywords and key phrases when attempting to level content down to the fourth grade reading level. These results demonstrate the promise of the application of LLMs for efficient and precise automated text simplification, the shortcomings of current models and prompting methods in attaining an ideal balance across various evaluation criteria, and a generalizable method to evaluate future systems.

Models for student reading performance can empower educators and institutions to proactively identify at-risk students, thereby enabling early and tailored instructional interventions. However, there are no suitable publicly available educational datasets for modeling and predicting future reading performance. In this work, we introduce the Enhanced Core Reading Instruction ECRI dataset, a novel large-scale longitudinal tabular dataset collected across 44 schools with 6,916 students and 172 teachers. We leverage the dataset to empirically evaluate the ability of state-of-the-art machine learning models to recognize early childhood educational patterns in multivariate and partial measurements. Specifically, we demonstrate a simple self-supervised strategy in which a Multi-Layer Perception (MLP) network is pre-trained over masked inputs to outperform several strong baselines while generalizing over diverse educational settings. To facilitate future developments in precise modeling and responsible use of models for individualized and early intervention strategies, our data and code are available at https://ecri-data.github.io/.

This study examines the integration of generative AI in schools, assessing its benefits and risks. As AI use by students grows, it's crucial to understand its impact on learning and teaching practices. Generative AI, like ChatGPT, can create human-like content, prompting questions about its educational role. The article differentiates large language models from traditional search engines and stresses the need for students to develop critical source evaluation skills. Although empirical evidence on AI's classroom effects is limited, AI offers personalized learning support and problem-solving tools, alongside challenges like undermining deep learning if misused. The study emphasizes deliberate strategies to ensure AI complements, not replaces, genuine cognitive effort. AI's educational role should be context-dependent, guided by pedagogical goals. The study concludes with practical advice for teachers on effectively utilizing AI to promote understanding and critical engagement, advocating for a balanced approach to enhance students' knowledge and skills development.