A method and device for improving whole book reading ability

Abstract

The application discloses a whole book reading ability evaluation improving method and device, the method comprises the following steps: setting a reading level according to reading ability classification, determining a basic question type model of whole book standardized reading ability evaluation; obtaining and judging the identity information of a user, distributing the question type proportion according to the reading ability development characteristics of the age stage, forming a monitoring question type combination corresponding to the identity information, determining the quantitative selection and difficulty of the basic question type model of the standardized reading ability evaluation; according to the reading text type of the whole book, the style characteristics distribution is inserted in the monitoring question type matching of the reading ability basic question type and the cognitive characteristics age stage; according to the reading type content and style characteristics of the famous book whole book, the basic question type of the standardized reading ability evaluation and the corresponding age stage monitoring question type are matched, through the monitoring question type matching, the style characteristics and the standardized reading ability evaluation are combined.

Description

Technical Field

[0001] This invention belongs to the field of reading assessment technology, and in particular relates to a method and apparatus for improving the ability to read a whole book. Background Technology

[0002] Currently, there are four main types of reading assessment methods: standardized achievement tests, performance-based assessments, dynamic assessments, and portfolio assessments. These methods all have significant drawbacks: A) Standardized reading assessments have limited sampling, with fixed question counts and text types, failing to cover all necessary reading skills (such as digital reading strategies and cross-text integration abilities), and are prone to incomplete assessments due to sampling bias; B) They prioritize results over process: focusing only on final scores, they fail to track students' reading thought processes (such as reasoning logic and information filtering strategies), making it difficult to determine whether difficulties stem from a lack of ability or inappropriate strategies; C) They are outdated: test content is updated frequently (usually every 1-3 years), making it difficult to adapt to the new forms of digital reading (such as social media texts and short video scripts), resulting in a disconnect between the assessment scenario and real-world reading scenarios. B. Performance-based reading assessment is highly subjective, lacking a unified scoring standard. Judgments on task outcomes (such as the depth of reading reflections and the logic of mind maps) are easily influenced by the experience and preferences of the raters, compromising the reliability of the results. Implementation costs are high; designing tasks that align with the objectives (such as interdisciplinary reading tasks) and grading a large number of non-standardized outcomes (such as debate videos) require significant time and manpower, making large-scale promotion (such as school-wide or district-wide assessments) difficult. Furthermore, it is susceptible to interference from non-reading abilities; task completion may depend on other skills (such as writing and oral expression). For example, a student may have excellent reading comprehension but receive a low report score due to poor writing, easily leading to misjudgments of reading level. C. Dynamic reading assessment has a low degree of standardization. Intervention methods (such as the type and timing of prompts) depend on the assessor's judgment, and the operation of different assessors varies greatly, making it difficult to compare assessment results horizontally (e.g., the potential levels of students in Class A and Class B cannot be directly compared). It places high demands on assessors, requiring them to receive professional training and have the ability to judge "student bottlenecks" and "appropriate prompt intensity," which is difficult for ordinary teachers or parents to conduct independently. The results are difficult to interpret, as the assessment results are mostly "potential development ranges" (e.g., "can master complex text reasoning after prompting") rather than explicit scores or grades, and schools and parents may easily overlook their value due to difficulty in understanding. D. Portfolio reading assessment lacks a unified comparative standard. The content of different students' portfolios may vary greatly (e.g., student A focuses on science fiction reading, while student B focuses on prose reading). It cannot quickly rank students horizontally like standardized tests, making it difficult to meet the "outcome-oriented" needs of school admissions and class placement. The management cost is high. Long-term collection, classification, and preservation of paper or electronic portfolios (such as reading materials from six years of primary school) requires a lot of space and time, and materials are easily lost or confused due to personnel changes or storage errors. The assessment focuses on the past. Portfolios record reading behaviors and achievements that have already occurred, and have weak predictive power for students' future reading abilities, making it difficult to identify "imminent ability gaps" (such as gaps in the ability to analyze complex texts that will be learned later).

[0003] Therefore, the four mainstream reading evaluation methods mentioned above, as well as other non-mainstream evaluation methods, lack a systematic approach, are not integrated with computer technology, and lack dynamic evaluation data. They are not suitable for widespread application in the new era of reading and require improvement in methods such as interactive communication and dynamic evaluation for whole-book reading assessment. Summary of the Invention

[0004] This invention aims to overcome the shortcomings of existing technologies and provide a method and apparatus for improving whole-book reading ability assessment. This allows users to significantly improve their reading level and literacy through assessment. It also addresses the tendency of standardized reading assessments to become exam-oriented. The quantitative orientation, fixed question types, and uniform scoring standards of standardized reading assessments deviate from the goal of cultivating genuine reading ability. The assessment content is narrowed, forcing teaching to focus on test points rather than abilities. The strong utilitarianism of the assessment results drives a score-centric evaluation approach.

[0005] To solve the above-mentioned technical problems, the present invention provides the following technical solution: This invention provides a method for improving whole-book reading ability assessment, including: Based on reading ability classification, reading levels are set, and the basic question type model for standardized reading ability assessment of the whole book is determined. Acquire and determine the user's identity information, allocate the proportion of question types according to the reading ability development characteristics of age group, form a monitoring question type combination corresponding to identity information, and determine the difficulty and quantification selection of the basic question type model for standardized reading ability assessment; Based on the text type of the entire book, the distribution of stylistic characteristics is interspersed in the matching of basic reading ability question types and age-appropriate cognitive characteristics monitoring question types; Based on the content and stylistic characteristics of classic works, the basic question types of standardized reading ability assessment are matched with the monitoring question types for the corresponding age groups. By matching the monitoring question types, the stylistic characteristics are combined with the standardized reading ability assessment.

[0006] The present invention also provides a device for improving whole-book reading ability assessment, comprising: The classification module is used to set reading levels based on reading ability and determine the basic question type model for standardized reading ability assessment of the whole book. The question type monitoring module is used to acquire and determine the user's identity information, allocate the proportion of question types according to the reading ability development characteristics of age group, form a monitoring question type combination corresponding to identity information, and determine the difficulty and quantification selection of the basic question type model for standardized reading ability assessment. The matching module is used to match the basic reading ability question types and cognitive characteristics age group monitoring question types based on the distribution of the text type and stylistic features of the entire book. The module is used to match the basic question types of standardized reading ability assessment with the monitoring question types for the corresponding age group based on the content and stylistic characteristics of reading a classic book in its entirety. By matching the monitoring question types, the combination of stylistic characteristics and standardized reading ability assessment is achieved.

[0007] Compared with the prior art, the present invention has the following beneficial effects: This assessment method is designed to improve reading ability. It uses objective questions such as multiple-choice questions and does not rely on a single or multiple results as the final evaluation. Instead, it uses the average of multiple evaluations of the entire book as a reference, avoiding a "one-exam-determines-all" evaluation mechanism. It addresses the lack of standards in formative reading assessment. The personalized, process-oriented, and open-ended nature of formative reading assessment means that this method provides feedback for individual development rather than screening and ranking groups. Assessing whole-book reading of classic works is a method for improving individual reading ability, but without standards, there is no horizontal comparison, making it impossible to evaluate whole-book reading of classic works in schools. Therefore, standardized assessment question types are introduced according to the developmental patterns of students' reading ability. Based on this, multiple long-term evaluations are used to form the final reading evaluation of the entire book, filling the gaps in formative reading assessment. By matching reading texts appropriate to students' age groups, the issue of the sequence of formative reading development is resolved.

[0008] In summary, the above scheme provides a complete evaluation method for the reading of classic works as stipulated in the curriculum standards, making it easier to implement and operate the reading of classic works in teaching. Attached Figure Description

[0009] Figure 1 This is a flowchart illustrating the method for improving whole-book reading ability assessment according to the present invention. Figure 2 This is a flowchart illustrating the whole-book reading assessment tool for classic literature, which is part of the method for improving whole-book reading ability assessment according to the present invention. Figure 3 This is a schematic diagram showing the before-and-after effects of using the method for improving whole-book reading ability assessment of this invention; Figure 4 This is a schematic diagram of the device for improving whole-book reading ability assessment according to the present invention; Figure 5 This is a flowchart illustrating the reading ability assessment tool of the method for improving whole-book reading ability assessment of the present invention; Figure 6 This diagram illustrates the before-and-after effects of the method for improving whole-book reading ability assessment according to the present invention. Detailed Implementation

[0010] To better illustrate the present invention, a detailed description is provided below in conjunction with the accompanying drawings.

[0011] Construct standardized assessment question types, including the underlying standardization of question types: parameter calibration is completed based on the IRT model. All assessment question types are pre-calibrated using the IRT (Item Response Theory) model to determine the difficulty, discrimination, and guessing parameters of each question. Standardized Question Selection: The dynamic and adaptive question selection logic relies on the project question selection algorithm module of the IRT adaptive algorithm. With the principle of maximum information content as the core criterion, combined with the test taker's current ability estimate, the optimal questions are selected and pushed from the standardized question type library. Standardization of the assessment process: Unified collection of data across all dimensions. For the answering process of assessment questions, the reading path, information marking behavior, and draft reasoning process of the test taker are recorded in real time and uniformly through touch / electromagnetic pen input collection, text block coordinate mapping and timestamp serialization, etc. At the same time, core data such as answer accuracy and answering time are collected to ensure that the data collection dimensions, standards and methods of the assessment process of different test takers are completely consistent. Standardized scoring rules: A multi-dimensional quantitative scoring system is adopted, with pre-set standardized scoring dimensions. Combining NLP (Natural Language Processing) and speech sentiment analysis, each dimension is quantitatively scored through a "multi-task NLP model + rule-constrained quantitative algorithm + human-machine calibration closed loop." Simultaneously, intervention prompts are standardized, with hierarchical scripts for reading checkpoints and prompts. Standardized output is required: a unified presentation of visual reports, with all question types' assessment results ultimately transformed into standardized visual ability reports. Pre-set standardized scoring dimensions include information extraction accuracy, logical coherence, and the number of critical viewpoints.

[0012] Example 1

[0013] This invention provides a method for improving whole-book reading ability assessment, such as... Figure 1 As shown, it includes: S1. Based on reading ability classification, set reading levels and determine the basic question type model for standardized reading ability assessment of the whole book; support dynamic adjustment of question type model and intelligent difficulty matching algorithm through parameterized configuration of basic question type; match according to reading level adaptive algorithm; visualize reading ability map through multi-dimensional data analysis of standardized reading ability assessment and determine basic question type model. Basic Question Model: Includes definitions for all question types, with each question type accompanied by the three parameters of IRT (Item Response Theory) (discrimination a, difficulty b, guessing coefficient c).

[0014] Question type classification tags: such as "text decoding", "information retrieval", "induction and summarization" and other 6 types of ability tags.

[0015] Standardized question templates: Question structure (e.g., multiple choice answer format, scoring rules).

[0016] The system selects question types that match the age group proportions from the basic question type model library, determines the initial difficulty range based on IRT parameters, and then forms a personalized monitoring question type combination.

[0017] The multi-dimensional data analysis of this standardized reading ability assessment includes: S11 Termination judgment based on adaptive algorithm capability presets; S12 Real-time recording of reading path, information marking behavior, and draft reasoning combined with the final score using logs or backups to generate ability reports and strategy reports, determining the reading process analysis assessment results; S13 Determining required parameters, optional parameters, and unlocking logic (preconditions) based on reading assessment indicators; Simultaneously, using NLP models and voice sentiment analysis to collect voice interaction data during the user's reading process; S14 Selecting a reading task library (whole book reading) covering different learning stages / goals, and developing operation guidelines; S15 Constructing a standardized intervention script library corresponding to setting intervention prompts, and determining the reading intervention level and timing; S16 Using a front-end chart engine combined with back-end graphics to generate a visual ability report (radar chart / ladder chart, showing the current level and improvement path) explaining the reading results.

[0018] S2. Obtain and determine the user's identity information, allocate the proportion of question types according to the reading ability development characteristics of different age groups, form a monitoring question type combination corresponding to the identity information, and determine the difficulty and quantification selection of the basic question type model for standardized reading ability assessment. Specifically, for the lower grades of primary school: 80% of the questions are basic questions on pronunciation, character form, and meaning during reading, and 20% are simple retrieval questions, forming the basic question types for initial reading perception training; For the middle grades of primary school: the basic question types for reading monitoring consist of 60% for basic questions on pronunciation, character form and meaning, 20% for simple retrieval, and 20% for information summarization and paragraph summarization. For upper elementary grades: the basic question types for reading monitoring consist of 30% for basic questions on pronunciation, spelling, and meaning of words, 20% for simple retrieval, 20% for information summarization and paragraph summarization, 20% for word, phrase, and sentence comprehension, and 10% for simple appreciation and logical reasoning. In junior high school: the basic question types for reading monitoring consist of 5% for basic questions on pronunciation, spelling, and meaning of words, 25% for simple retrieval, 20% for information summarization and paragraph summarization, 20% for word and sentence comprehension, 20% for appreciation and evaluation, and 10% for logical reasoning. In high school: the basic question types for reading assessment consist of 10% for information retrieval, 20% for information summarization and paragraph summarization, 20% for vocabulary and sentence comprehension, 20% for logical reasoning, 20% for appreciation and evaluation, and 10% for application and transfer.

[0019] The quantification of selection and difficulty includes the IRT adaptive algorithm system, data acquisition and analysis, natural language processing, visualization and data modeling.

[0020] This adaptive algorithm, based on IRT (Item Response Theory), includes: an item library management module: the questions are pre-calibrated using an IRT model to determine the core parameters of each question. These core parameters include a difficulty parameter (the level of difficulty of the question); a discrimination parameter (the ability of the question to differentiate between test-takers of different ability levels); and a guessing parameter, often used for multiple-choice questions, reflecting the probability of a test-taker answering correctly through pure guessing.

[0021] The ability estimation model module infers the potential ability value of the test taker based on their answers and is the core logic carrier for the algorithm's adaptive implementation. Common estimation methods include: maximum likelihood estimation, which calculates the ability value that maximizes the probability of the test taker's current answer as the estimated value. While the calculation logic is simple, the error can be large in extreme cases such as the test taker getting all answers correct or all answers wrong; and Bayesian estimation, which incorporates the test taker's prior ability information and updates the posterior probability based on the likelihood function of the current answer to obtain the ability estimate. This effectively solves the estimation problem in extreme answer situations, making the results more stable.

[0022] Project topic selection algorithm module: Selects the next optimal question based on the current ability estimate. The core principle is the maximum information content principle. Based on the Fisher information function, it selects the question that provides the most ability discrimination information (ability estimate) at the current ability level, and pushes the optimal question from the standardized question type library to minimize measurement error.

[0023] Termination Rules Module: This module balances assessment accuracy and efficiency, preventing assessments from running indefinitely. There are three types of termination conditions: a measurement error threshold (when the standard error of the ability estimate is below a preset value, indicating the assessment results are sufficiently reliable, the assessment can be terminated); an information content threshold (when the accumulated assessment information reaches a preset standard, it means the assessment of the test-taker's ability is sufficiently adequate); and a maximum number of questions (setting the maximum number of questions to prevent excessively long assessment times due to the pursuit of ultimate accuracy, ensuring the practicality of the assessment).

[0024] Input user identity information (age / educational stage), output basic question type model library.

[0025] Personalized monitoring question type combination: A configuration table containing the proportion of each question type (e.g., lower elementary grades: pronunciation and character shape 80% + simple search 20%).

[0026] Quantitative selection rules: The number of questions drawn from the basic question type library is allocated (e.g., a total of 20 questions, a certain number of questions are drawn from each question type).

[0027] Initial difficulty range: The difficulty range is preset according to the age group.

[0028] When incorporating genre features, obtain the current user's question type combination weights and prioritize integrating genre features into question types with higher weights (for example, if the "summarization" question type has a high proportion, prioritize embedding genre features in this type of question).

[0029] Based on reading ability classification, reading levels are set, and the basic question type model for standardized reading ability assessment of the whole book is determined. The basic question type model is dynamically adjusted through parameterized configuration of basic question types, and an intelligent difficulty matching algorithm is used. The reading ability graph is visualized through multi-dimensional data analysis of standardized reading ability assessment based on the adaptive algorithm matching based on reading level, thus determining the basic question type model.

[0030] S3. Based on the text type of the entire book, stylistic features are interspersed within the basic reading ability question types and the age-appropriate cognitive characteristic monitoring question types. Specifically, stylistic features refer to text genres and literary texts, including four types of text genres: narrative, expository, argumentative, and practical; and four types of literary texts: essays, novels, plays, and poems. The interspersed distribution follows the principle of progressing from simple to complex and from concrete to abstract. Lower elementary grades focus on vivid narratives and poems; upper elementary grades gradually introduce expository and essay texts; junior high school adds argumentative and novel texts; and senior high school comprehensively covers complex genres, emphasizing critical thinking, aesthetics, and cultural inheritance.

[0031] Input: The text type of the entire book (e.g., "Journey to the West" is a novel, containing characteristics such as mythology and chapters), and the combination of monitoring question types for output.

[0032] Output parameters, genre question type mapping rules: an association table that indicates which question types should be matched for each genre characteristic (e.g., "character analysis" in a novel corresponds to the "evaluation and appreciation" question type; "plot summary" corresponds to the "induction and generalization" question type).

[0033] Text content semantic tags: Key information in the text analyzed by NLP (e.g., if a chapter contains "environmental description", it will be automatically tagged with "environmental description" for easy reference when creating questions later).

[0034] Based on the text type mapping rules, the characteristics of the text type are embedded into the corresponding standardized question templates to form assessment questions that are closely integrated with the text content (for example, after the first chapter of "Journey to the West", a "summarization" question is generated based on the "environment description" tag).

[0035] Specifically, the monitoring question types are matched for upper elementary school students, including simple expository texts and simple classical Chinese poems, and expository texts and classical Chinese poems are interspersed in the information retrieval and information summarization questions; In junior high school, the content of expository texts, argumentative texts, and classical Chinese texts is designed with question types such as pronunciation, character form and meaning, simple retrieval, information summarization and paragraph summarization, word and sentence comprehension, appreciation and evaluation, and logical reasoning.

[0036] In high school, applied reading, argumentative reading, classical Chinese reading, and poetry reading are designed with question types such as retrieval, information summarization and generalization, word and sentence comprehension, logical reasoning, appreciation and evaluation, and application.

[0037] S4. Based on the content and stylistic characteristics of reading classic works in their entirety, the basic question types of standardized reading ability assessment are matched with the monitoring question types for the corresponding age groups. By matching the monitoring question types, the stylistic characteristics are combined with the standardized reading ability assessment. The assessment is designed according to different chapters of the entire book. As the reading time of the entire book increases and continuous and coherent reading occurs, the standardized reading ability assessment is designed into a formative assessment, combining the standardized assessment and the formative assessment of the entire book.

[0038] Input: Basic question type model library, question type combination weights, text style mapping rules, and the text content currently being read.

[0039] Output parameters: Final assessment question set: Specific test questions generated from the current reading chapter (or the entire book) (including question stem, options, answers, IRT parameters, etc.).

[0040] Formative assessment data recording template: specifies the reading behavior data to be collected (such as touch coordinates, answer time, annotation content, etc.).

[0041] As input for subsequent real-time interaction: During the user's answering process, the answer result for each question (correct / incorrect, time taken, reading path data) will be fed back to the IRT adaptive algorithm in real time to update the user's ability estimate and dynamically select the next question from the question bank accordingly.

[0042] The question type matching uses natural language processing (NLP) and text classification to perform text style recognition and content semantic understanding; it uses knowledge graphs and tag systems to construct a text style-ability dimension-question type knowledge graph and establish an age stage-educational stage standard mapping library; Machine learning recommendation algorithms are used, such as collaborative filtering or content-based recommendation engines, and reinforcement learning is used to optimize the recommendation strategy so that the question type push can be dynamically adjusted according to the reading progress. By employing reading path tracking and behavior analysis, the system records students' interactive behaviors during the reading process through front-end data entry and combines this with timestamp serialization to determine whether an assessment is automatically triggered after a student completes a chapter reading, or whether targeted question types are proactively pushed based on reading behavior (such as repeatedly reviewing a certain paragraph). By employing data modeling and backend storage, a structured database is established to store students' reading progress, chapter-by-chapter assessment results, and text style mastery. Through real-time / non-real-time data processing, formative assessment data is integrated with the final summative assessment results to generate a comprehensive ability report. This approach will enable precise matching and personalized assessment; integrate formative and summative assessments; reduce subjective bias and improve assessment credibility; save manpower and time costs; enhance the reading experience and learning motivation; and drive data-driven teaching improvements.

[0043] The standardized reading assessment includes all dimensions: information extraction, text comprehension, logical analysis, and evaluation application. Formative assessment involves continuously recording and observing the improvement process of students' reading abilities.

[0044] Preferably, S1, the basic question types for reading comprehension include text decoding questions (phonetic, visual, and semantic analysis), information retrieval and extraction questions, word and sentence comprehension questions, summarization questions, evaluation and appreciation questions, and application questions. Reading levels are set based on reading ability classification; the basic abilities of each reading level are divided into a basic layer, a comprehension layer, and an application layer using a general knowledge graph, covering a total of six aspects; the text decoding question type ability is the ability to recognize written symbols, master their pronunciation and meaning, including character recognition, phonetic reading, semantic comprehension, and the ability to decompose and combine words.

[0045] Information retrieval and extraction capabilities include the ability to quickly locate and filter key information within text, such as identifying core elements like time, place, people, events, and data when reading narrative texts; grasping the lead paragraph when reading news articles; identifying the characteristics of the subject matter when reading expository texts; and extracting the main arguments when reading argumentative essays. The ability to distinguish between key and redundant information and avoid being distracted by irrelevant content is also crucial.

[0046] Word and sentence comprehension ability is divided into two dimensions: surface comprehension and deep comprehension. Surface comprehension: understanding the literal meaning of the text, such as what a sentence is about or what the main content of a paragraph is. Deep comprehension: digging out the implied meaning beyond the literal meaning, such as analyzing the author's unspoken meaning, judging the emotional tone of the text, and understanding the connotation of rhetorical devices such as metaphors and personification.

[0047] Logical analysis ability refers to the ability to analyze text structure and grasp the logical relationships between content, which is key to deepening understanding. For example, it involves identifying logical relationships between paragraphs such as general-to-specific, parallel, causal, progressive, and adversative; analyzing the argumentative structure of an argumentative essay (thesis-evidence-reasoning); and clarifying the narrative thread of a narrative text (time, space, characters, events). Readers with this ability can quickly grasp the text's framework, rather than understanding individual sentences in isolation.

[0048] The ability to summarize and generalize refers to the skill of condensing and extracting the core content of a text and summarizing it in concise language; it is an integrated output of the results of understanding. When summarizing, key points should not be omitted, irrelevant information should not be added, and the language should be accurate and concise.

[0049] The ability to evaluate, appreciate, and apply knowledge refers to the capacity to judge and reflect on the content of a text, and to transfer learned knowledge to new contexts. This is a higher-level manifestation of reading ability. Readers can judge the rationality of a text's viewpoints, analyze the strengths and weaknesses of the author's writing techniques, and evaluate the authenticity and value of the content; they can apply the knowledge, methods, and viewpoints from the text to their lives or studies, such as using the knowledge from popular science articles to explain life phenomena, or using argumentative methods to write their own essays after reading argumentative articles.

[0050] Preferably, S2, obtaining and determining the user's identity information to obtain permission to use the reading assessment machine, includes: Use biometric identification components to acquire the user's biometric information; determine the user's identity information based on the biometric information; When the identity information has the necessary permissions, the system prepares to enter the reading assessment mode; when the identity information does not have the necessary permissions, the reading assessment machine is shut down or shut down within a first preset time.

[0051] Preferably, the combination of S4, stylistic features, and standardized reading ability assessment includes: natural language processing analysis of corresponding student interactive operations, machine learning algorithms recommending personalized reading paths, big data analysis generating class reading ability reports, and intelligent grading systems reducing the burden on teachers.

[0052] Preferably, the student interaction operation corresponding to the natural language processing (NLP) analysis includes: acquiring natural language input for speech-to-text conversion and recognition, performing text preprocessing on the recognized text, analyzing the text of the monitoring question type according to the characteristics of the reading text, and outputting the NLP analysis monitoring question type structure.

[0053] Preferably, a machine learning algorithm (specifically, the Naive Bayes algorithm) is used to achieve personalized reading assessment. Numerical features are constructed from the user's reading text data (such as reading time, accuracy, and article difficulty), and then the Naive Bayes model is used to assess the user's reading ability (e.g., classifying reading levels, determining whether a certain type of text has been mastered). The Naive Bayes algorithm includes: data collection, gathering students' answers or comments and converting them into text data; data preprocessing, cleaning and processing the reading text data, such as removing stop words, punctuation marks, and converting to lowercase; feature extraction, converting the text data into numerical features, such as a bag-of-words model or a word spectrum model; model training, using the data after numerical feature extraction to train the text classification algorithm; and model evaluation, using test data to evaluate the model's performance and adjust parameters to improve accuracy.

[0054] Example 2: Based on Example 1, this application further proposes a device for improving whole-book reading ability assessment, such as... Figure 4 As shown, it includes: Classification module 01 is used to set reading levels according to reading ability classification and to determine the basic question type model for standardized reading ability assessment of the whole book; The basic question type model is determined by the parameterized configuration of basic question types, which supports dynamic adjustment of question type models and intelligent difficulty matching algorithms. It also supports adaptive matching based on reading level and visualization of reading ability graphs through multi-dimensional data analysis of standardized reading ability assessment. The monitoring question type module 02 is used to obtain and determine the user's identity information, allocate the proportion of question types according to the reading ability development characteristics of the age group, form a monitoring question type combination corresponding to the identity information, and determine the difficulty and quantification selection of the basic question type model for standardized reading ability assessment. Matching module 03 is used to match the basic reading ability question types and cognitive characteristics age group monitoring question types based on the text type and style characteristics of the whole book. Module 04, combined with the content and stylistic characteristics of classic works, matches the basic question types of standardized reading ability assessments with the corresponding age-appropriate monitoring question types, thus integrating stylistic characteristics with standardized reading ability assessments. Designed according to different chapters of the entire book, the standardized reading ability assessment is transformed into a formative assessment as the reading time of the entire book lengthens, and as continuous and coherent reading occurs, combining standardized assessments and formative assessments for the entire book.

[0055] like Figure 5 As shown, the device for improving reading ability assessment of the whole book uses a reading ability assessment tool for assessment. Its process includes tool function planning, adaptive engine design, multimodal acquisition module, NLP sentiment analysis / multi-dimensional scoring, standardized intervention script, and visualization report generation.

[0056] like Figure 6 As shown, the reading assessment technology has a comparative effect. Before using the reading ability assessment and improvement device, the independent reading ability was low and there were many reading obstacles. After using it, the information extraction, complex reasoning, critical thinking, and strategy application improved. The reading ability was improved after prompting. The step chart shows that the next step can be to improve cross-text integration.

[0057] This implementation example Figure 2 , Figure 3 As shown, based on the reading ability classification theory, basic reading ability is divided into three core levels: the basic level, the comprehension level, and the application level, covering a total of six key aspects.

[0058] The ability to decode text is the ability to identify written symbols, understand their pronunciation and meaning, including character shape recognition, pronunciation recognition, semantic understanding, and the ability to break down and combine words.

[0059] Information retrieval and extraction capabilities include the ability to quickly locate and filter key information from text, such as identifying core elements like time, place, people, events, and data when reading narrative texts; grasping the lead paragraph when reading news; identifying the characteristics of the subject matter when reading expository texts; and extracting the main arguments when reading argumentative essays. It also involves the ability to distinguish between key and redundant information and avoid being distracted by irrelevant content.

[0060] Textual comprehension, the core of reading ability, is divided into two dimensions: surface comprehension and deep comprehension. Surface comprehension: understanding the literal meaning of the text, such as "what does this sentence say?" or "what is the main content of this paragraph?" Deep comprehension: digging out the implied meaning beyond the literal meaning, such as analyzing the author's unspoken intentions, judging the emotional tone of the text, and understanding the connotations of rhetorical devices such as metaphors and personification.

[0061] Logical analysis ability refers to the ability to analyze text structure and grasp the logical relationships between content, which is key to deepening understanding. For example, it involves identifying logical relationships between paragraphs such as general-to-specific, parallel, causal, progressive, and adversative relationships; analyzing the argumentative structure of an argumentative essay (thesis-evidence-reasoning); and clarifying the narrative thread of a narrative text (time, space, characters, events). Readers with this ability can quickly grasp the text's framework, rather than understanding individual sentences in isolation.

[0062] The ability to summarize and generalize—the ability to condense and extract the core content of a text and summarize it in concise language—is an integrated output of the results of understanding. When summarizing, key points should not be omitted, irrelevant information should not be added, and the language should be accurate and concise.

[0063] Evaluation and application skills, a higher-level manifestation of reading ability, refer to the ability to judge and reflect on the content of a text, and to transfer learned knowledge to new scenarios. Readers can judge the rationality of a text's viewpoints, analyze the strengths and weaknesses of the author's writing techniques, and evaluate the authenticity and value of the content; they can apply the knowledge, methods, and viewpoints from the text to life or learning, such as using the knowledge from popular science articles to explain life phenomena, or using argumentative essays to draw on argumentation methods to write their own essays.

[0064] Based on theories of reading ability development at different age stages, the system is divided into preschool, primary school, junior high school, and senior high school stages. Combining the cognitive characteristics of each age group, a progressive assessment and cultivation of reading ability is obtained.

[0065] Preschool (3-6 years old): Initiating reading interest + developing basic sensory abilities. The core goal is to cultivate reading interest, establish a preliminary connection between "text and meaning," and enhance auditory and visual perception. This includes stimulating reading interest, training visual and auditory perception, and developing attention and concentration.

[0066] Primary School Stage (Ages 6-12): Solidifying Basic Reading Skills + Introducing Comprehension. Students will master text decoding skills, understand the surface meaning of texts, and begin to extract and summarize information. In the lower grades, students should be able to recognize and read new words fluently, master pinyin rules, read texts fluently without adding or omitting words, and understand the meaning of simple sentences and paragraphs. In the middle grades, students should improve their silent reading speed, grasp the main content of texts, learn to extract key information (time, place, people, events), and begin to understand simple rhetorical devices such as metaphors and personification. In the upper grades, students should be able to understand the deeper meaning of texts, appreciate the author's emotions, learn to summarize the central idea, and begin to analyze the logical relationships between paragraphs (general-specific, parallel, etc.).

[0067] Junior High School (Ages 12-15): Logical Analysis Skills + Introduction to Critical Reading. This stage aims to cultivate students' deeper text comprehension, master various reading methods for different text types, and develop preliminary critical thinking skills. Students will need to engage in genre-specific reading, mastering reading techniques for narrative, expository, and argumentative texts, and be able to analyze the structural characteristics of different genres. They will also develop logical analysis and reasoning abilities, clarifying causal, progressive, and transitional logical relationships between paragraphs, and making reasonable inferences based on textual information. Furthermore, they will receive introductory critical reading instruction, enabling them to express their own opinions on textual viewpoints and distinguish between "facts" and "opinions."

[0068] High school stage (ages 15-18): Advanced comprehension and application skills. Develop in-depth reading skills, appreciate the value of texts, and achieve knowledge transfer and application. This includes the ability to deeply appreciate texts, analyze writing techniques, language style, and expressive effects, and understand the text's ideological content and cultural value; critical thinking and evaluation skills, the ability to dialectically view textual viewpoints, raise reasonable and well-founded questions, and assess the validity and limitations of the text's arguments; and the ability to transfer and apply knowledge and viewpoints from texts to new contexts, and apply the text's writing techniques to writing.

[0069] Based on standardized assessment and formative assessment theories.

[0070] Standardized assessment uses standardized test questions and scoring criteria to measure the alignment between students' reading abilities and the requirements of their grade level. Standardized reading assessments cover all dimensions, including information extraction, text comprehension, logical analysis, and evaluation application. This is a specialized ability test designed for a single reading skill, such as a "vocabulary recognition test," "silent reading speed test," or "summarizing ability test," suitable for diagnosing specific skill gaps. Its assessment results are objective, quantifiable, and easy to compare across classes / grades / regions.

[0071] Formative assessment focuses on the reading process rather than the final result. It tracks the improvement of students' reading abilities through continuous recording and observation. This type of assessment primarily collects students' reading notes, annotations, reflections, error logs, and reading cards, visually presenting changes in reading habits and abilities. Through reading logs / check-ins, students record daily reading content, duration, gains, and questions. Teachers regularly review these logs to understand students' reading interests and comprehension difficulties. The assessment results allow for greater attention to individual differences and timely adjustments to teaching strategies.

[0072] like Figure 3 As shown, the process of using this improvement method is as follows: For example, *Journey to the West* has 100 chapters. The basic question types at the end of each chapter are the same, but they vary according to the content of each chapter. Assuming you read one chapter a day, you complete one set of standardized assessments; after 100 consecutive days of reading, you have repeatedly trained the same ability 100 times, and at the same time, you have completed formative assessments. The following provides a content assessment tool for three consecutive chapters of *Journey to the West* as supporting evidence: The first chapter: The spiritual root nurtures the source, the mind cultivates the Great Dao, and life arises. 1. Huaguo Mountain is located in ( ) A. Dongsheng Shenzhou.

[0073] B. Xiniuhezhou.

[0074] C. Southern Jambudvipa.

[0075] D. Beiju Luzhou.

[0076] 2. The words of the gibbon caused the monkey king to experience a range of emotions ( ). A. From boredom to anger.

[0077] B. From anger to calm.

[0078] C. From boredom to joy.

[0079] D. From anger to satisfaction.

[0080] 3. Which of the following understandings of "the spiritual root nurtures and gives birth to the source, from which the mind and nature are cultivated and the Great Dao is born" are correct? (Multiple choice) A. The first half of the sentence refers to Sun Wukong being the maker of everything.

[0081] B. The first half of the sentence refers to the fact that heaven and earth gave birth to Sun Wukong.

[0082] C. The second half of the sentence refers to practicing the Great Way through cultivating one's mind and character after birth.

[0083] D. The second half of the sentence means that as long as one cultivates oneself, one can achieve immortality.

[0084] 4. The author's arrangement of the scene where Bodhi Patriarch doesn't believe the Monkey King came from the Eastern Continent has the following advantages: ( ) A. It directly reveals the Monkey King's tendency to lie.

[0085] B. This indirectly highlights the Monkey King's determination to find the way to immortality.

[0086] C. This indicates that Bodhi Patriarch had the ability to recognize people with discerning eyes.

[0087] D. It sets the stage for the Monkey King's defense in the following text.

[0088] 5. This chapter tells the story of the Monkey King becoming a disciple of the Bodhi Patriarch. Which of the following stories contains the plot of seeking a master and asking questions? A. Three visits to the thatched cottage.

[0089] B. Fengxue Mountain Temple.

[0090] C. Discussing heroes over wine.

[0091] D. The Oath of the Peach Garden.

[0092] The second chapter: Enlightened to the true and wondrous principles of Bodhi, severing demonic influences, returning to one's original nature, and uniting with the primordial spirit. 1. Sun Wukong learned ( ) from Patriarch Bodhi. (Multiple choice) A. Somersault Cloud.

[0093] B. The ability to create clones.

[0094] C. Seventy-two transformations.

[0095] D. The art of achieving immortality.

[0096] 2. The reason why Patriarch Bodhi wanted to drive away Sun Wukong was ( ) (multiple choice) A. To protect Sun Wukong from being harmed by other disciples.

[0097] B. He was worried that Wukong would cause trouble and harm himself.

[0098] C. Sun Wukong has already learned all the skills.

[0099] D. Sun Wukong should go back to Flower Fruit Mountain to see the monkeys.

[0100] 3. The process of Sun Wukong's changing feelings upon returning to Flower Fruit Mountain is ( ). A. From joy to sorrow.

[0101] B. From joy to anger.

[0102] C. From boredom to anger.

[0103] D. From anger to calm.

[0104] 4. When describing Sun Wukong's return to Flower Fruit Mountain, the advantage of first describing the sound of monkeys is ( ). A. To advance the plot and foreshadow the tragedy that will occur at Flower Fruit Mountain.

[0105] B. It shows Sun Wukong's excitement and joy at returning to Flower Fruit Mountain.

[0106] C. It creates suspense and emphasizes the tragic atmosphere of Flower Fruit Mountain.

[0107] D. To set off the tranquil environment and showcase the natural beauty of Huaguo Mountain.

[0108] 5. Which of the following figures best represents the visionary Bodhi Patriarch? A. Zhang Fei.

[0109] B. Cao Cao.

[0110] C. Zhuge Liang.

[0111] D. Mr. Fujino.

[0112] Chapter Three: All the four seas and thousands of mountains bowed in submission; all the nine netherworlds and ten categories of beings were erased from the list. 1. The way Sun Wukong moved the weapons from the city back to Flower Fruit Mountain was ( ). A. It was moved many times.

[0113] B. Use the clone technique to move it back.

[0114] C. Ask city people to help with the move.

[0115] D. Transported back using tools.

[0116] 2. From the events of Sun Wukong taking away the Ruyi Jingu Bang (the magic staff) and crossing out names from the Book of Life and Death, we can see that Sun Wukong's personality trait is ( ). A. Full of courage.

[0117] B. Be cautious in your actions.

[0118] C. Ambitious and eager for quick success.

[0119] D. Abusing one's power to bully others.

[0120] 3. The title of this chapter, "All the four seas and thousands of mountains bow down, all the nine netherworlds and ten categories are wiped out," can be interpreted as ( ) (multiple choice). A. All the mountains and rivers in the world belong to Sun Wukong alone.

[0121] B. Sun Wukong crossed out the names of the demons in the Book of Life and Death.

[0122] C. All the monsters in the mountains and rivers of the land respectfully obeyed Sun Wukong.

[0123] D. Sun Wukong crossed out the names of monkeys in the Book of Life and Death in the underworld.

[0124] 4. The text details two events: Sun Wukong obtaining the Golden Cudgel and his havoc in the underworld. The advantages of this approach are ( ) (multiple choice). A. To promote development, thus preparing the groundwork for the plot of the Jade Emperor's offer of amnesty to Sun Wukong to ascend to heaven.

[0125] B. It mainly highlights Sun Wukong's fearless and daring personality.

[0126] C. This lays the groundwork for highlighting the important role of Sun Wukong's golden cudgel weapon later in the text.

[0127] D. By describing the Dragon Palace and the Underworld, the setting and atmosphere of the story are created.

[0128] 5. Sun Wukong's rampage in the underworld was actually all a dream. Which of the following stories also mentions a dream? A. Liu Bei visited Zhuge Liang's thatched cottage three times.

[0129] B. The tragic injustice suffered by Dou E, a tragedy that moved heaven and earth.

[0130] C. The three heroes of Peach Garden swore an oath of brotherhood.

[0131] D. Song Gongming met the Nine Heavens Mysterious Lady.

[0132] Although the present invention has been described in detail above with general descriptions, specific embodiments, and experiments, modifications or improvements can be made to it, which will be obvious to those skilled in the art. Therefore, all such modifications or improvements made without departing from the spirit of the present invention fall within the scope of protection claimed by the present invention.

Claims

1. A method for improving whole-book reading ability assessment, characterized in that, include: Based on reading ability classification, reading levels are set, and the basic question type model for standardized reading ability assessment of the whole book is determined. Acquire and determine the user's identity information, allocate the proportion of question types according to the reading ability development characteristics of age group, form a monitoring question type combination corresponding to identity information, and determine the difficulty and quantification selection of the basic question type model for standardized reading ability assessment; Based on the text type of the entire book, the distribution of stylistic characteristics is interspersed in the matching of basic reading ability question types and age-appropriate cognitive characteristics monitoring question types; Based on the content and stylistic characteristics of classic works, the basic question types of standardized reading ability assessment are matched with the monitoring question types for the corresponding age groups. By matching the monitoring question types, the stylistic characteristics are combined with the standardized reading ability assessment.

2. The method for improving whole-book reading ability assessment according to claim 1, characterized in that, The basic question types for reading comprehension assessment include: text decoding questions involving pronunciation, form, and meaning during reading; information retrieval and extraction questions; word, phrase, and sentence comprehension questions; summarization and generalization questions; evaluation and appreciation questions; and application and transfer questions.

3. The method for improving whole-book reading ability assessment according to claim 2, characterized in that, The process of acquiring and determining the user's identity information to obtain permission to use the reading assessment machine includes: Use biometric identification components to acquire the user's biometric information; determine the user's identity information based on the biometric information; When the identity information indicates that the user has the necessary permissions, the user is prepared to enter the reading assessment mode; when the identity information indicates that the user does not have the necessary permissions, the reading assessment machine is shut down or shut down within a first preset time.

4. The method for improving whole-book reading ability assessment according to claim 3, characterized in that, The integration of stylistic features with standardized reading ability assessment includes: natural language processing analysis of corresponding student interactive operations, machine learning algorithms recommending personalized reading paths, and big data analysis generating class reading ability reports.

5. The method for improving whole-book reading ability assessment according to claim 4, characterized in that, The standardized reading assessment includes all dimensions: information extraction, text comprehension, logical analysis, and evaluation application.

6. The method for improving whole-book reading ability assessment according to claim 5, characterized in that, The stylistic features refer to the subject matter and literary texts, and their distribution and interweaving follow the principle of progressing from simple to complex and from concrete to abstract.

7. A device for improving whole-book reading ability assessment, characterized in that, include: The classification module is used to set reading levels based on reading ability and determine the basic question type model for standardized reading ability assessment of the whole book. The question type monitoring module is used to acquire and determine the user's identity information, allocate the proportion of question types according to the reading ability development characteristics of age group, form a monitoring question type combination corresponding to identity information, and determine the difficulty and quantification selection of the basic question type model for standardized reading ability assessment. The matching module is used to match the basic reading ability question types and cognitive characteristics age group monitoring question types based on the distribution of the text type and stylistic features of the entire book. The module is used to match the basic question types of standardized reading ability assessment with the monitoring question types for the corresponding age group based on the content and stylistic characteristics of reading a classic book in its entirety. By matching the monitoring question types, the combination of stylistic characteristics and standardized reading ability assessment is achieved.

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