Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
05–486 Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au ), Systematic approaches to long term digital collection management . Literary and Linguistic Computing (Oxford, UK) 20 .4 (2005), 399–413. 05–487 Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au ), Original, authentic, copy: conceptual issues in digital texts . Literary and Linguistic Computing (Oxford, UK) 20 .4 (2005), 415–424. 05–488 Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk ), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition . Journal of Research in Reading (Oxford, UK) 28 .3 (2005), 302–319. 05–489 Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu ) & Alan Hirvela , Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre? Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 187–205. 05–490 Bernhardt, Elisabeth (U of Minnesota, USA; ebernhar@stanford.edu ), Progress and procrastination in second language reading . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150. 05–491 Bishop, Dorothy (U of Oxford, UK; dorothy.bishop@psy.ox.ac.uk ) , Caroline Adams, Annukka Lehtonen & Stuart Rosen , Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input . Journal of Research in Reading (Oxford, UK) 28 .2 (2005), 144–157. 05–492 Bowey, Judith A., Michaela McGuigan & Annette Ruschena (U of Queensland, Australia; j.bowey@psy.uq.edu.au ), On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account . Journal of Research in Reading (Oxford, UK) 28 .4 (2005), 400–422. 05–493 Bowyer-Crane, Claudine & Margaret J. Snowling (U of York, UK; c.crane@psych.york.ac.uk ), Assessing children's inference generation: what do tests of reading comprehension measure? British Journal of Educational Psychology (Leicester, UK) 75 .2 (2005), 189–201. 05–494 Bruce, Ian (U of Waikato, Hamilton, New Zealand; ibruce@waikato.ac.nz ), Syllabus design for general EAP writing courses: a cognitive approach . Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 239–256. 05–495 Burrows, John (U of Newcastle, Australia; john.burrows@netcentral.com.au ), Who wrote Shamela ? Verifying the authorship of a parodic text. Literary and Linguistic Computing (Oxford, UK) 20 .4 (2005), 437–450. 05–496 Clarke, Paula, Charles Hulme & Margaret Snowling (U of York, UK; CH1@york.ac.uk ), Individual differences in RAN and reading: a response timing analysis . Journal of Research in Reading (Oxford, UK) 28 .2 (2005), 73–86. 05–497 Colledge, Marion (Metropolitan U, London, UK; m.colledge@londonmet.ac.uk ), Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school . Literacy (Oxford, UK) 39 .1 (2005), 24–30. 05–498 De Pew, Kevin Eric (Old Dominion U, Norfolk, USA; Kdepew@odu.edu ) & Susan Kay Miller , Studying L2 writers' digital writing: an argument for post-critical methods . Computers and Composition (Amsterdam, the Netherlands) 22 .3 (2005), 259–278. 05–499 Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu ) & Samantha D. Outcalt , A syntactic bias in scope ambiguity resolution in the processing of English French cardinality interrogatives: evidence for informational encapsulation . Language Learning (Malden, MA, USA) 55 .1 (2005), 1–36. 05–500 Fernández Toledo, Piedad (Universidad de Murcia, Spain; piedad@um.es ), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies . Journal of Pragmatics 37 .7 (2005), 1059–1079. 05–501 French, Gary (Chukyo U, Japan; french@lets.chukyo-u.ac.jp ), The cline of errors in the writing of Japanese university students . World Englishes (Oxford, UK) 24 .3 (2005), 371–382. 05–502 Green, Chris (Hong Kong Polytechnic U, Hong Kong, China), Profiles of strategic expertise in second language reading . Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9 .2 (2004), 1–16. 05–503 Groom, Nicholas (U of Birmingham, UK; nick@nicholasgroom.fsnet.co.uk ), Pattern and meaning across genres and disciplines: an exploratory study . Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 257–277. 05–504 Harris, Pauline & Barbara McKenzie (U of Wollongong, Australia; pharris@uow.edu.au ), Networking around The Waterhole and other tales: the importance of relationships among texts for reading and related instruction . Literacy (Oxford, UK) 39 .1 (2005), 31–37. 05–505 Harrison, Allyson G. & Eva Nichols (Queen's U, Canada; harrisna@post.queensu.ca ), A validation of the Dyslexia Adult Screening Test (DAST) in a post-secondary population . Journal of Research in Reading (Oxford, UK) 28 .4 (2005), 423–434. 05–506 Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu ), Computer-based reading and writing across the curriculum: two case studies of L2 writers . Computers and Composition (Amsterdam, the Netherlands) 22 .3 (2005), 337–356. 05–507 Holdom, Shoshannah (Oxford U, UK; shoshannah.holdom@oucs.ox.ac.uk ), E-journal proliferation in emerging economies: the case of Latin America . Literary and Linguistic Computing (Oxford, UK) 20 .3 (2005), 351–365. 05–508 Hopper, Rosemary (U of Exeter, UK; r.hopper@ex.ac.uk ), What are teenagers reading? Adolescent fiction reading habits and reading choices . Literacy (Oxford, UK) 39 .3 (2005), 113–120. 05–509 Jarman, Ruth & Billy McClune (Queen's U, Northern Ireland; r.jarman@qub.ac.uk ), Space Science News: Special Edition, a resource for extending reading and promoting engagement with newspapers in the science classroom . Literacy (Oxford, UK) 39 .3 (2005), 121–128. 05–510 Jia-ling Charlene Yau (Ming Chuan U, Taiwan; jyau@mcu.edu.tw ), Two Mandarin readers in Tai
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it