Tenaha O'Reilly
Biographic Data
| ID | 5971968 |
|---|---|
| NAME | Tenaha O'Reilly |
| GIVEN NAMES | Tenaha |
| FAMILY NAME | O'Reilly |
| SIGNATURE | REILLY T O |
| AFFILIATIONS | ETS Research Institute Princeton New Jersey USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Toward an Automatic Method for Generating Topical Vocabulary Test Forms for Specific Reading Passages
Background knowledge is typically needed for successful comprehension of topical and domain-specific reading passages, such as in the STEM domains. However, there are few automated measures of student knowledge that can be readily deployed and scored in time to make predictions on whether a given student will likely be able to understand a specific content-area text. In this research report, we present our effort in developing the K-tool, an auto…
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels
With only about a third of students in US public schools achieving the NAEP Proficient level, many educators believe students are not getting enough reading practice. However, how much reading practice is enough? This study quantifies the relationship between the amount of book reading and the expected number of words learned. We collected 45 children's novels, M(Lexile) = 994 L, or Grade 6, and assembled a corpus of 3.2 million words. When readi…
A framework of literacy development and how AI can transform theory and practice
We argue in this paper that there is currently no adequate theoretical framework or model that spans the twelve odd year trajectory from non‐reader to proficient reader, nor addresses fine‐grain skill acquisition, mastery and integration. The target construct itself, reading proficiency, as often operationalized as an endpoint of formal secondary schooling, is defined and measured in imprecise, fragmented terms. Consequently, schools (and empiric…
Reversing the Reverse Cohesion Effect
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the reverse cohesion effect. This study examines whether students' comprehension skill affects the interaction between text cohesion and their domain knowledge. College students (n= 143) read either a high- or a low-cohesion text and …
Reversing the Reverse Cohesion Effect
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the reverse cohesion effect. This study examines whether students' comprehension skill affects the interaction between text cohesion and their domain knowledge. College students (n= 143) read either a high- or a low-cohesion text and …
Reversing the Reverse Cohesion Effect
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the reverse cohesion effect. This study examines whether students' comprehension skill affects the interaction between text cohesion and their domain knowledge. College students (n= 143) read either a high- or a low-cohesion text and …
A framework of literacy development and how AI can transform theory and practice
We argue in this paper that there is currently no adequate theoretical framework or model that spans the twelve odd year trajectory from non‐reader to proficient reader, nor addresses fine‐grain skill acquisition, mastery and integration. The target construct itself, reading proficiency, as often operationalized as an endpoint of formal secondary schooling, is defined and measured in imprecise, fragmented terms. Consequently, schools (and empiric…
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels
With only about a third of students in US public schools achieving the NAEP Proficient level, many educators believe students are not getting enough reading practice. However, how much reading practice is enough? This study quantifies the relationship between the amount of book reading and the expected number of words learned. We collected 45 children's novels, M(Lexile) = 994 L, or Grade 6, and assembled a corpus of 3.2 million words. When readi…
Toward an Automatic Method for Generating Topical Vocabulary Test Forms for Specific Reading Passages
Background knowledge is typically needed for successful comprehension of topical and domain-specific reading passages, such as in the STEM domains. However, there are few automated measures of student knowledge that can be readily deployed and scored in time to make predictions on whether a given student will likely be able to understand a specific content-area text. In this research report, we present our effort in developing the K-tool, an auto…
Reading and Literacy Development (4 works) · Text Readability and Simplification (4 works) · Computer Science (3 works) · Second Language Acquisition and Learning (3 works) · Linguistics (2 works) · Mathematics education (2 works) · Psychology (2 works) · Reading (process) (2 works) · Vocabulary (2 works) · Vocabulary development (2 works)