Using text mining to support text summarization
Resumo
Reading and writing texts are foundational abilities required for daily activities, human interaction and almost all school disciplines. However, it is not uncommon to find students with reading and writing difficulties. Those difficulties interfere on their learning process and their ability to comprehend more complex ideas. Therefore, failing to read and write leads not only to academic failure but it may also hinder occupational success. Several studies have presented graphic organizers as a way to assist students in reading comprehension tasks and to help them structuring their own text production. Here we present a text mining tool capable of extracting the main concepts and relationships from texts present them in a graphical way. These visual representations of a text may be used by students as graphic organizers, helping them to reflect about the text’s main ideas before the actual writing task. The results of an experiment are presented, in which a total of 20 students were asked to read and summarize a short text with the assistance of the text mining tool. The results show that Sobek helped students reflect about the main ideas of the text and supported the actual writing of the summaries.
Palavras-chave:
text mining, summarization, writing, reading, literacy, graphic representation
Referências
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Capretz, K., Ricker, B., and Sasak, A. (2003). Improving Organizational Skills Through the Use of Graphic Organizers. Research Project Saint Xavier. University and Skylight Professional Development.
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Frantzi, K., Ananiadou, S., and Mima, H. (2000). Automatic recognition of multiword terms:. the c-value/nc-value method. International Journal on Digital Libraries, 3(2):115–130.
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Hayes, J. R. and Flower, L. S. (1980). Identifying the organization of writing processes.
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MacArthur, C., Graham, S., and Fitzgerald, J. (2008). Handbook of Writing Research. Guilford Press.
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Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Gale virtual reference library. Association for Supervision and Curriculum Development.
Meneghetti, C., Carretti, B., and Beni, R. D. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16(4):291 – 301.
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Nesbit, J. C. and Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3):413–448.
Novak, J. D. and Cañas, A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization, 5(3):175–184.
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Rawson, K. A., Dunlosky, J., and Thiede, K. W. (2000). The rereading effect: metacomprehension accuracy improves across reading trials. Memory & Cognition, 28(6):1004–1010.
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Sticht, T. (1974). Auding and Reading: A Developmental Model. Human Resources Research Organization.
Vieira, M. C. T. (1981). Levantamento das dificuldades de alunos do 1o ano da universidade na compreensão de materiais escritos.
Warschauer, M. (2006). Laptops and Literacy: Learning in the Wireless Classroom. New York: Teachers College Press.
Winograd, P. N. (1983). Strategic difficulties in summarizing texts. University of Illinois at Urbana-Champaign ;Cambridge, Mass.
Azevedo, B. F., Reategui, E., and Behar, P. A. (2014). Analysis of the relevance of posts in asynchronous discussions. Interdisciplinary Journal of Knowledge and Learning Objects, 10:107–121.
Bean, T. W. and Steenwyk, F. L. (1984). The effect of three forms of summarization instruction on sixth graders’ summary writing and comprehension. Journal of Literacy Research, 16(4):297–306.
Beissner, K. L., Jonassen, D. H., and Grabowski, B. L. (1994). Using and selecting graphic techniques to acquire structural knowledge. Performance Improvement Quarterly, 7(4):20–38.
Brown, A. L. and Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, pages 1–14.
Capretz, K., Ricker, B., and Sasak, A. (2003). Improving Organizational Skills Through the Use of Graphic Organizers. Research Project Saint Xavier. University and Skylight Professional Development.
Chang, K. E., Sung, Y. T., and Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, pages 21–33.
Ellis, R. (2003). Task-based language learning and teaching. Oxford applied linguistics. Oxford University Press.
Fisher, D., Frey, N., and D., W. (2002). Seven literary strategies that work. Educational Leadership, 60(3).
Frantzi, K., Ananiadou, S., and Mima, H. (2000). Automatic recognition of multiword terms:. the c-value/nc-value method. International Journal on Digital Libraries, 3(2):115–130.
Gao, X., Murugesan, S., and Lo, B. W. N. (2005). Extraction of keyterms by simple text mining for business information retrieval. In Lau, F. C. M., Lei, H., Meng, X., and Wang, M., editors, ICEBE, pages 332–339. IEEE Computer Society.
Hall, T. and Strangman, N. (2002). Graphic organizers. National Center on Accessing the General Curriculum, Wakefield.
Hayes, J. R. and Flower, L. S. (1980). Identifying the organization of writing processes.
Hyerle, D. (2008). Visual Tools for Transforming Information Into Knowledge. SAGE Publications.
Jacobs, V. A. (2002). Reading, writing, and understanding. Educational Leadership, 60(3):58–62.
Jenner, J. (2003). A bridge to reading and writing literacy: Developing oral language skills in young children.
MacArthur, C., Graham, S., and Fitzgerald, J. (2008). Handbook of Writing Research. Guilford Press.
Macedo, A. L., Reategui, E. B., Lorenzatti, A., and Behar, P. A. (2009). Using text-mining to support the evaluation of texts produced collaboratively. In WCCE, volume 302 of IFIP Advances in Information and Communication Technology, pages 368–377. Springer.
Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Gale virtual reference library. Association for Supervision and Curriculum Development.
Meneghetti, C., Carretti, B., and Beni, R. D. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16(4):291 – 301.
Nandhini, K. and Balasundaram, S. (2013). Improving readability through extractive summarization for learners with reading difficulties. Egyptian Informatics Journal, 14(3):195 – 204.
Nesbit, J. C. and Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3):413–448.
Novak, J. D. and Cañas, A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization, 5(3):175–184.
OECD (2013). Pisa 2012 results: What students know and can do. student performance in mathematics, reading and science (volume i). 1.
Rawson, K. A., Dunlosky, J., and Thiede, K. W. (2000). The rereading effect: metacomprehension accuracy improves across reading trials. Memory & Cognition, 28(6):1004–1010.
Reader, W. and Hammond, N. (1994). Computer-based tools to support learning from hypertext: concept mapping tools and beyond. Computers and Education, 22.
Rello, L., Saggion, H., Baeza-Yates, R., and Graells, E. (2012). Graphical schemes may improve readability but not understandability for people with dyslexia. NAACL-HLT.
Ruddell, M. R. (1997). Teaching Content Reading and Writing. Wiley.
SERCE (2008). Second regional comparative and exploratory study: Student achievement in latin america and the caribbean. santiago: Orealc/unesco. 1.
Sticht, T. (1974). Auding and Reading: A Developmental Model. Human Resources Research Organization.
Vieira, M. C. T. (1981). Levantamento das dificuldades de alunos do 1o ano da universidade na compreensão de materiais escritos.
Warschauer, M. (2006). Laptops and Literacy: Learning in the Wireless Classroom. New York: Teachers College Press.
Winograd, P. N. (1983). Strategic difficulties in summarizing texts. University of Illinois at Urbana-Champaign ;Cambridge, Mass.
Publicado
26/10/2015
Como Citar
REATEGUI, Eliseo; EPSTEIN, Daniel.
Using text mining to support text summarization. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 26. , 2015, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2015
.
p. 1217-1226.
DOI: https://doi.org/10.5753/cbie.sbie.2015.1217.
