“i-Read”: A Collaborative Learning Environment to Support Students with Low Reading Abilities
Nizar Omheni, Ahmed Hadj Kacem
Many students suffer of online reading difficulties because of their low abilities of text comprehension. Several educators tried to set strategies to support learners during their online reading. In current work, we present an online reading environment where students can enroll in virtual reading class, to read and annotate their documents. Based on students’ annotation traces, we build their personality profiles which reflect their level of reading performance. Given the students’ reading abilities, we share the annotations of skilled readers with those having problems of text comprehension. The experimental results show the efficiency of the proposed approach to support learners with low reading abilities.
The final publication is available at Springer via https://doi.org/10.1007/978-3-319-39583-8_21.