Can automated questioning help children's reading comprehension?

摘要

We present an automated method to ask children questions during assisted reading, and experimentally evaluate its effects on their comprehension. In 2002, after a randomly inserted generic multiple-choice What/Where/When question, children were likelier to correctly answer an automatically generated comprehension question on a later sentence. The positive effects of such questions vanished during the second half of the study in 2003. We hypothesize why.