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Glose R&D

Innovating together, every day to make reading more fun and collaborative.

A multi-factor comprehensive assessment and enhancement of literacy.

60 factors across 6 dimensions to improve reading levels and behaviors.

1. Representation of reading:

Describes all the elements that contribute to the positive representation of the student as a reader. This includes measuring and encouraging activity around books such as discovery, the creation of a personal reader profile, competencies like the ability to navigate a bookstore, but also curiosity of the habit of opening new books and exploring new genres or formats. (more complete list of criteria in diagram below).

2. Sustained silent reading SSR:

Describes reading quantity (volume and time) as well as quality (endurance, frequency, completion rates). These are the closest data points to our existing reading analytics.

3. In-text engagement:

Describes all the actions relating to the appropriation of written content (through highlighting, reacting to, bookmarking…) and to collaboration around text (annotations, discussions, and ability to engage with other students through the text). This is to assess and improve how much a student/person can get out of a text.

4. Comprehension:

Describes all the indicators of text comprehension as classically measured through text- levelling tools (ex: Lexile) combined with Close tests. It also includes restitution of reading through oral and written exercises. For this dimension Glose for Education will provide new options to enrich a student’s knowledge base on the book subject – which has proven to be instrumental in determining comprehension levels (comprehension depends first and foremost on preexisting knowledge of the subject matter, rather than on an abstract "reading level" disconnected from the subject matter of the text).
This includes automatically providing information on a text, such as integrated dictionaries/translations, and extraction of proper nouns to generate contextual knowledge on people, places or dates mentioned in the text. Moreover, the association between writing and reading is very effective in helping comprehension, as well as discussions and interaction with peers : "learners would learn more through the process of sharing experiences, discussion to build their knowledge" (Vygotsky, 1978).

5. Structured reading:

Describes the ability for a student to have a methodical approach to reading with digital technologies and their possibilities. Actions such as the creation of wishlists, joining a book club, creating a reading schedule or program. Also the ability to re-use past reading material, notes, and bookmarks, and to use sources to comment (links to videos, articles, sites, etc.), to check sources or information contained in the texts, to manage the various applications that could interfere during reading: requires good control and inhibition (to avoid decreasing understanding through cognitive overload and a lack of concentration). With training, students can manage multitasking, develop critical analysis, problem solving and create information and categorization.
All these options will be offered by new features in Glose for Education

6. Mastery:

Describes the measures that go beyond basic comprehension of text, and points to re-appropriation of textual material by students through the ability to read out loud, but also through quality and relevance of writing and speaking. This dimension explores the relationship between reading and quality of self expression, whether it’s in oral or written form. The assumption is that a text that is not only understood (comprehension) but mastered (mastery) is meant to be transformed in a more personal way (read out loud, reinvested in writing or conversation, reinvested through mastery of new vocabulary). This dimension is the hardest to measure, because reading is not the only element to determine those outcomes, but our responsibility is to offer tools and strategies for students to develop mastery from any given text.