Join Workshop on Tools and Resources to Empower People with REAding 
DIfficulties (READI) 
LREC 2020 (Marseille, France) 
Monday 11th (Morning) May 2020 in Marseille, France 

Call for 

Workshop Description 
This workshop invites participation from individuals with experience and/or 
interest in natural 
language applications for automatic text adaptation as a device to improve 
reading. The general idea 
is to stimulate discussion of 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. 
A combination of presentations in different domains will provide participants 
with concepts, tools and 
resources to further the development of the research community. 
Motivation and Topics of interest 
The aim of the workshop is to present current state-of-the-art techniques and 
achievements for text 
simplification together with existing reading aids and resources for lifelong 
learning. The materials are 
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 those 
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: 

-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: 
o Lexical simplification 
o Syntactic simplification 
o Discourse simplification 
-Evaluation procedures and measures in text adaptation 
-Meaning representation in text adaptation 
-Educational devices for reading 

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 (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 (McNamara 2007; Gasparini 
& Culén 2012; Rauschenberger et al.2019). Among those technologies, text 
simplification (Siddarthan 2014; Saggion 2017) might be a powerful way to 
leverage document accessibility by using NLP techniques. The idea is not to 
impoverish written language but to propose simplified versions of a given text 
that convey the exact same meaning. 

Adapting a text will allow people with reading difficulties to eventually get 
through a text and thus discover the pleasure of reading through understanding 
what they read. This will allow them to enter a virtuous circle, whereby word 
recognition and decoding skills are trained through reading more. The promise 
of this enterprise is that training readers on simpler texts will lower their 
give-up threshold and improve their decoding, word recognition and 
comprehension skills, which ultimately would allow them to move on to more 
complex texts. 

In this workshop, in line with other workshops such as Automatic Text 
Adaptation (ATA 2018) at INLG1, tutorials at RANLP and COLING2 or more wide 
area conferences such as ASSETS3, 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. 

Share your LRs!" initiative 

When submitting a paper from the START page, authors will be asked to provide 
essential information about resources (in a broad sense, i.e. also 
technologies, standards, evaluation kits, etc.) that have been used for the 
work described in the paper or are a new result of your research. Moreover, 
ELRA encourages all LREC authors to share the described LRs (data, tools, 
services, etc.) to enable their reuse and replicability of experiments 
(including evaluation ones). 

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 for more details. Papers 
that do not conform 
to these requirements will be rejected without 

Important Dates : 

- submission deadline: February 14, 2020 
- notification of acceptance: March 13, 2020 
- deadline for camera-ready versions: April 3, 2020 
- workshop : May 11 am. 

Organizing Committee 

Delphine Bernhard Université de Strasbourg, France 
Thomas François Université catholique de Louvain, Belgium 
Núria Gala Aix Marseille Université, France 
Daria Goryachun Aix Marseille Université, France 
Ludivine Javourey-Drevet Aix Marseille Université, France 
Anne Laure Ligozat Université Paris Sud, France 
Amalia Todirascu Université de Strasbourg, France 
Rodrigo Wilkens Université de Strasbourg, France 
Johannes Ziegler Aix Marseille Université, France 

Program Committee 
Delphine Bernhard Université de Strasbourg, France 
Dominique Brunato ILC, Pisa, Italy 
Eric Castet Aix Marseille Université, France 
Cédrick Fairon Université catholique de Louvain, Belgium 
Thomas François Université catholique de Louvain, Belgium 
Núria Gala Aix Marseille Université, France 
Arne Jönsson Linköping University, Sweden 
Ekaterina Kochmar University of Cambridge, UK 
Anne Laure Ligozat Université Paris Sud, France 
Detmar Meurers Université de Tübingen, Germany 
Horacio Saggion Université Pompeu Fabra, Catalonia, Spain 
Sanja Stajner Symanto Research, Germany 
Anaïs Tack Université catholique de Louvain, Belgium 
Amalia Todirascu Université de Strasbourg, France 
Vincent Vandeghinste Instituut voor de Nederlandse Taal (Dutch Lge. Institute), 
Giulia Venturi ILC, Pisa, Italy 
Aline Villavicencio University of Sheffield, United Kingdom 
Elena Volodina University of Gotheburg, Sweden 
Rodrigo Wilkens Université de Strasbourg, France 
Johannes Ziegler Aix Marseille Université, France 

Contact person 
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. 
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: 
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. 
UNICEF (2018) 
UNSUBSCRIBE from this page:
Corpora mailing list

Reply via email to