Personalized learning has gained attention in English as a Foreign Language (EFL) education, where engagement and motivation play crucial roles in reading comprehension. We propose a novel approach to generating personalized English reading comprehension tests tailored to students' interests. We develop a structured content transcreation pipeline using OpenAI's gpt-4o, where we start with the RACE-C dataset, and generate new passages and multiple-choice reading comprehension questions that are linguistically similar to the original passages but semantically aligned with individual learners' interests. Our methodology integrates topic extraction, question classification based on Bloom's taxonomy, linguistic feature analysis, and content transcreation to enhance student engagement. We conduct a controlled experiment with EFL learners in South Korea to examine the impact of interest-aligned reading materials on comprehension and motivation. Our results show students learning with personalized reading passages demonstrate improved comprehension and motivation retention compared to those learning with non-personalized materials.

To enable egocentric contextual AI in always-on smart glasses, it is crucial to be able to keep a record of the user's interactions with the world, including during reading. In this paper, we introduce a new task of reading recognition to determine when the user is reading. We first introduce the first-of-its-kind large-scale multimodal Reading in the Wild dataset, containing 100 hours of reading and non-reading videos in diverse and realistic scenarios. We then identify three modalities (egocentric RGB, eye gaze, head pose) that can be used to solve the task, and present a flexible transformer model that performs the task using these modalities, either individually or combined. We show that these modalities are relevant and complementary to the task, and investigate how to efficiently and effectively encode each modality. Additionally, we show the usefulness of this dataset towards classifying types of reading, extending current reading understanding studies conducted in constrained settings to larger scale, diversity and realism.

With the rapid adoption of AI tools in learning contexts, it is vital to understand how these systems shape users' reading processes and cognitive engagement. We collected and analyzed text from 124 sessions with AI tools, in which students used these tools to support them as they read assigned readings for an undergraduate course. We categorized participants' prompts to AI according to Bloom's Taxonomy of educational objectives -- Remembering, Understanding, Applying, Analyzing, Evaluating. Our results show that ``Analyzing'' and ``Evaluating'' are more prevalent in users' second and third prompts within a single usage session, suggesting a shift toward higher-order thinking. However, in reviewing users' engagement with AI tools over several weeks, we found that users converge toward passive reading engagement over time. Based on these results, we propose design implications for future AI reading-support systems, including structured scaffolds for lower-level cognitive tasks (e.g., recalling terms) and proactive prompts that encourage higher-order thinking (e.g., analyzing, applying, evaluating). Additionally, we advocate for adaptive, human-in-the-loop features that allow students and instructors to tailor their reading experiences with AI, balancing efficiency with enriched cognitive engagement. Our paper expands the dialogue on integrating AI into academic reading, highlighting both its potential benefits and challenges.

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.

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.

Machine Learning for Artists ml4a.github.io is an in-development book about machine learning, being written by Gene Kogan (@genekogan) and Francis Tseng (@frnsys). The delays in the release schedule can be attributed to two factors. Changes in scope: initially, ml4a was to be a collection of reading materials for a single class, and now seeks to be more broadly useful, necessitating the development of new features and chapters. Over time, Demos and Guides were elevated from supporting materials to the book into full-fledged sections of their own. The goalposts keep moving: since the initial version of this page went up, we've seen AlphaGo, the announcement of TensorFlow, deep generator nets, synthetic gradients, stacked approximate regression machines, and many other major milestones in the field.

Using the Gramulator, we analyzed the linguistic features of ESL texts and fairy tales. Our goal was to determine if fairy tales had the potential to be used as reading material for English language learners. The results of our analyses suggest that there are significant similarities between fairy tales and ESL texts, but that differences lie in the content of the text types with fairy tales appearing significantly more narrative in style and ESL texts appearing more expository.