Relevant bibliographies by topics / Assessing reading comprehension

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Assessing reading comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Assessing reading comprehension"

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Klingner, Janette K. "Assessing Reading Comprehension." Assessment for Effective Intervention 29, no. 4 (2004): 59–70. http://dx.doi.org/10.1177/073724770402900408.

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Perkins, Kyle. "Assessing Reading." Annual Review of Applied Linguistics 18 (March 1998): 208–18. http://dx.doi.org/10.1017/s026719050000355x.

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The fields of reading comprehension per se and second language reading comprehension are vast indeed, and an attempt to survey them will, of necessity, be attenuated in a chapter of this size. As a consequence, I will limit my discussion to six areas: 1) general comments concerning areas of interest in reading research and assessment, 2) the adaptation of a suitable first-language reading comprehension model for second-language assessment, 3) the reliance on a top-down model of reading comprehension, 4) the validity of multiple-choice reading comprehension tests, 5) research on behavioral anchoring, and 6) the testing of reading comprehension in a CAT (Computer Adaptive Testing) context.
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August, Diane, David J. Francis, Han‐Ya Annie Hsu, and Catherine E. Snow. "Assessing Reading Comprehension in Bilinguals." Elementary School Journal 107, no. 2 (2006): 221–38. http://dx.doi.org/10.1086/510656.

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Arustamyan, Y. Y. "MODERN APPROACHES TO ASSESSING READING COMPREHENSION." Theoretical & Applied Science 78, no. 10 (2019): 645–48. http://dx.doi.org/10.15863/tas.2019.10.78.119.

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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.

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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.
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Khamkhong, Surasak. "Assessing English L2 reading comprehension in Thai EFL learners: The correlations between literal, interpretative and critical comprehension skills." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 181–87. http://dx.doi.org/10.18844/prosoc.v4i1.2253.

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Magliano, Joseph P., Keith K. Millis, Irwin Levinstein, and Chutima Boonthum. "Assessing comprehension during reading with the Reading Strategy Assessment Tool (RSAT)." Metacognition and Learning 6, no. 2 (2010): 131–54. http://dx.doi.org/10.1007/s11409-010-9064-2.

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Morrison, Timothy G., and Brad Wilcox. "Assessing Expressive Oral Reading Fluency." Education Sciences 10, no. 3 (2020): 59. http://dx.doi.org/10.3390/educsci10030059.

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Educators struggle to assess various aspects of reading in valid and reliable ways. Whether it is comprehension, phonological awareness, vocabulary, or phonics, determining appropriate assessments is challenging across grade levels and student abilities. Also challenging is measuring aspects of fluency: rate, accuracy, and prosody. This article presents a history of fluency in American education with particular focus on assessing expressive oral reading. In addition, the two major approaches to prosody assessment will be explained, and the three most prominent tools for rating expressive oral reading will be analyzed and discussed.
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Sugawara, Saku, Pontus Stenetorp, Kentaro Inui, and Akiko Aizawa. "Assessing the Benchmarking Capacity of Machine Reading Comprehension Datasets." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (2020): 8918–27. http://dx.doi.org/10.1609/aaai.v34i05.6422.

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Existing analysis work in machine reading comprehension (MRC) is largely concerned with evaluating the capabilities of systems. However, the capabilities of datasets are not assessed for benchmarking language understanding precisely. We propose a semi-automated, ablation-based methodology for this challenge; By checking whether questions can be solved even after removing features associated with a skill requisite for language understanding, we evaluate to what degree the questions do not require the skill. Experiments on 10 datasets (e.g., CoQA, SQuAD v2.0, and RACE) with a strong baseline model show that, for example, the relative scores of the baseline model provided with content words only and with shuffled sentence words in the context are on average 89.2% and 78.5% of the original scores, respectively. These results suggest that most of the questions already answered correctly by the model do not necessarily require grammatical and complex reasoning. For precise benchmarking, MRC datasets will need to take extra care in their design to ensure that questions can correctly evaluate the intended skills.
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Rost, Detlef H. "Assessing different components of reading comprehension: fact or fiction?" Language Testing 10, no. 1 (1993): 79–92. http://dx.doi.org/10.1177/026553229301000105.

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Dissertations / Theses on the topic "Assessing reading comprehension"

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Rosén, Lucas. "Reading Comprehension and Reading Strategies - How Teachers Interpret and Work Towards the Reading Goals for Year 9." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33823.

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The aim of this dissertation is to examine how teachers perceive the reading goals stated in the syllabus for English, and how they work towards the goals for year 9 that emphasize reading comprehension and reading strategies. Reading comprehension in English among students in year 9 had weakened in the period in-between the latest national survey of the Swedish school-system NU03, which was carried out in 2003, and the national survey done in 1992. The period in-between these two surveys saw the introduction of a new curriculum, a new syllabus and a new grading system. Thus questions arise about the role and status of the new syllabus, and how the teachers perceive the goals for reading and choose to work towards these. Through the use of qualitative interviews, this paper investigates how three teachers at a secondary school in the south of Sweden interpret the goals to attain, and how they work on increasing the reading comprehension and improving the reading strategies of their students.
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Leek, Emma. "Att läsa på, mellan och bortom raderna : En studie om pedagogers attityd till läsförståelseundervisning i grundskolans tidigare år." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53478.

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The aim of this study is to investigate how teachers working in grades 1–3 of secondary school think that reading comprehension should be taught so that the pupils will be able to reach the learning goals in grade 3. The study applies a qualitative method whereby three teachers who worked in the early years of school each took part in a semi- structured interview. An interview guide was used as a data collection instrument and the interviews were documented by audio recording. Collected data were then analysed for meaning content with a phenomenographic approach. The result shows that the most common perception of the concept of reading comprehension is the ability to read between the lines and to retell a text in one’s own words. The view of reading comprehension was also seen to affect the way the teaching is done, and a shared view was found in the way of talking about different texts and asking questions to give the pupils practice in metacognition while reading. The result also shows that the teachers’ differing educational background influences the methods they use when training reading strategies, and the view of reading comprehension also affects how they think assessment should be done.
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Creamer, Scott. "Narrative comprehension in Alzheimer's disease assessing infernces [sic] and memory operations with a think-aloud procedure /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Thesis/Fall2008/S_Creamer_112808.pdf.

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Thesis (M.S. in psychology)--Washington State University, December 2008.<br>Title from PDF title page (viewed on Feb. 19, 2009). "Department of Psychology." Includes bibliographical references (p. 28-32).
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ZHANG, HENG. "Assessing test Reliability : Comparing Two Versions of Reading Comprehension Testin the TOEFL test." Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6870.

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<p>This paper analyzes the two test forms used by TOEFL: IBT and PBT. The analysiswill focus on the reading comprehension section, its design features, content, andscoring results. The aim is to assess the reliability of the two test forms as well as toidentify factors influencing candidate performance in the reading comprehension test.Three factors are identified: test setting, test difficulty and scoring methods and results.The latter two will be focused on because test difficulty consistency directly decides thetest result consistency. And as the goal of the candidate is to achieve as high a score aspossible, and success is measured in terms of numbers, score reliability is a primaryconcern for both candidate and examining body alike.</p>
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Pinkelman, Lindsay Ann. "Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271353608.

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Thesis (M.Ed.)--University of Toledo, 2010.<br>Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Middle Childhood Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 74-96.
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Taylor, Lynda Brigid. "An investigation of text-removed summary completion as a means of assessing reading comprehension ability." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344120.

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Qian, David D. "Depth of vocabulary knowledge, assessing its role in adults' reading comprehension in English as a second language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ33914.pdf.

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CHU, CURTIS SHU-SUN, and 朱樹燊. "Translanguaging in Reading Comprehension Assessment: Implications on Assessing Literal, Inferential, and Evaluative Comprehension." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/b9m6t4.

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博士<br>國立中正大學<br>教育學研究所<br>107<br>This research explored the feasibility of applying the notion of Translanguaging in English (L2) reading comprehension assessments among EFL learners in Taiwan. Two studies were conducted in this research. One explored the performance on L2 reading comprehension assessment among Elementary school level EFL learners, and the other among CEFR A2 level EFL learners. Data was collected from 490 elementary school and 464 CEFR A2 level EFL learners in Taiwan. Two self-designed reading comprehension assessments with questions aimed at assessing the three dimensions of comprehension (literal, inferential, and evaluative comprehension) were employed for data collection. Two versions of both assessments were designed: the L2 version contained reading passages, multiple-choice questions, options, and open-ended questions entirely in L2, whereas the L1 version contained reading passages in L2, but multiple-choice questions, options, and open-ended evaluative questions in L1. English proficiency of the targeted EFL learners were obtained from English examination scores in study one, and from administering the General English Proficiency Test Elementary, provided by the Language Training and Testing Center, in study two. Findings from both studies discovered the following: the confounding effects of testing with multiple-choice questions and options in L1 were not significant; EFL learners in both studies achieved significantly higher scores on all three dimensions of comprehension; the lower the English proficiency, the larger the effect size values of testing with questions in L1; effect size values of testing with L1 questions ranged from evaluative > inferential > literal comprehension; when English proficiency among participants of both studies were respectively divided into high, middle and low English proficiency groups, the effects of testing with L1 questions were found to be most significant on both inferential and evaluative comprehension dimensions among middle > low > high proficiency groups; open-ended evaluative questions that were provided in L1 and allowed L1 response were much more effective on capturing elementary level EFL learner’s true knowledge. Based on the findings in this dissertation, assessing English reading comprehension with questions provided in L1 seemed to better capture the true comprehension of EFL learners.
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Guan-Han, Li, and 李冠翰. "Assessing the Effects of Different Multimedia Presentation Type on Reading Comprehension for Mobile E-reading." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03382212004260553542.

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碩士<br>國立臺灣師範大學<br>科技應用與人力資源發展學系<br>101<br>According to the widespread of smart phone and popularity of wireless internet these years, many industry provided softwares with information and articles. Although the quantity of those information and articles were quite a lot. However, if providers didn’t take interaction between machine and people into consideration, it will easily create learner’s burden. As for now, there were not so much of articles and information related to materials of graphics-context configuration on smartphone. This research use information articles which related to technology in our daily life as example. We investigate the Influence of different ways of content display in multimedia and written texts to see that whether it will affect user’s satisfaction of interface, in addition, reading comprehension in text or not. Also, this research compares difference between multimedia display and the way of presentation by traditional paper sheet. There were 100 college students as study object, randomly assigned into 5 group, including a. upper photo with lower Chinese characters written vertically, b. upper photo with lower Chinese characters written horizontally, c. left photo with right Chinese characters written vertically , d. left photo with right Chinese characters written horizontally, e. traditional paper. After read our articles, students had to fill out questionnaire to see that if they satisfied the interface also their reading comprehension. When design article information, designer had to consider not only multimedia presentation on smartphone, but also need user interface satisfaction of reading comprehension.
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Huang, Shu-hui, and 黃淑慧. "Assessing the Relationship between Referential Understanding and Academic Reading Comprehension among EFL College Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/81094415094318132242.

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碩士<br>國立雲林科技大學<br>應用外語系碩士班<br>93<br>The purpose of the present study was to investigate the relationship between referential understanding and academic reading comprehension among EFL college students. 116 sophomores were selected from the College of Management in one of technological universities in the central part of Taiwan. There were three phases of data collection in the current study. In the first phase, based on the testing results of the Intermediate Reading Level in General English Proficiency Test (GEPT), among the 116 participants, 25 of them were classified as the more-proficient readers and 25 of them were considered as the less-proficient readers. In the second phase, in order to explore the relationship between referential understanding and reading comprehension, the 25 more-proficient readers and the 25 less-proficient readers took the reading comprehension test and did the reference-identification task after reading a statistical English text. In accordance with the testing results in the reading comprehension test and the reference-identification task, in the third phase, five more-proficient readers and five less-proficient readers were interviewed individually by the researcher. The collected data were analyzed by adopting the statistical analysis, the three referential comprehension processes proposed by Cirilo (1981), and the two referential relations provided by Halliday and Hansan (1976). There are four major findings in this study. First, significant relationship between referential understanding and academic reading comprehension among EFL college readers was found. 75% of the variation in academic reading comprehension could be explained by referential understanding. Second, there were significant differences among the more-proficient readers and the less-proficient readers in the process of reading comprehension and referential understanding. For instance, the more-proficient readers had more coherent reading comprehension and referential understanding than the less-proficient readers. Third, the more-proficient readers tended to comprehend the text and the referential relations by the information provided in the text; on the other hand, the less-proficient readers relied greatly on the information provided beyond the text, such as figures, tables, and numerical numbers. Fourth, in the process of referential understanding, the more-proficient readers tried to figure out referential relations through meaning-based comprehension; on the contrary, the less-proficient readers tended to identify the referential relations by surface structure-based clues. The results of the present study suggest that in English for General Purpose (EGP) instruction, more vocabulary decoding skills and reading strategies should be taught. Strategies such as recognizing the referential words and cohesive ties should be explicitly introduced. Furthermore, in English for Specific Purpose (ESP) instruction, teachers should help students enlarge their vocabulary size of domain-specific technical terms and train them to activate relevant background knowledge and catch the main idea of the field-related texts through the aid of tables, figures, and numbers in the texts.
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Books on the topic "Assessing reading comprehension"

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Benson, Quinn Kathleen, and Applegate Anthony J, eds. The critical reading inventory: Assessing students' reading and thinking. Pearson/Merrill/Prentice Hall, 2008.

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Formal reading inventory: A method for assessing silent reading comprehension and oral reading miscues. PRO-ED, 1986.

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Casale, Manzo Ula, and McKenna Michael C, eds. Informal reading-thinking inventory: An informal reading inventory (IRI) with options for assessing additional elements of higher- order literacy. Harcourt Brace College Publishers, 1995.

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Benson, Quinn Kathleen, Applegate Anthony J, and Applegate Mary DeKonty, eds. Reader's passages to accompany The critical reading inventory: Assessing students' reading and thinking. Pearson/Merrill/Prentice Hall, 2004.

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The Stieglitz informal reading inventory: Assessing reading behaviors from emergent to advanced levels. 3rd ed. Allyn and Bacon, 2002.

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Stieglitz, Ezra L. The Stieglitz informal reading inventory: Assessing reading behaviors from emergent to advanced levels. 2nd ed. Allyn and Bacon, 1997.

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The Stieglitz informal reading inventory: Assessing reading behaviors from emergent to advanced levels. Allyn and Bacon, 1992.

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Brown, Virginia. Test of reading comprehension: A method for assessing the understanding of written language. Pro-Ed, 1986.

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J, Moe Alden, ed. Analytical reading inventory: Assessing reading strategies for literature/story, science, social studies : for all students including gifted and remedial. 4th ed. Merrill Pub. Co., 1989.

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Virginia, Brown. Test of reading comprehension: A method for assessing the understanding of written language : examiner's manual. 3rd ed. Pro-Ed, 1995.

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Book chapters on the topic "Assessing reading comprehension"

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Sadeghi, Karim. "Language, Context, and Comprehension." In Assessing Second Language Reading. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84470-7_3.

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Flippo, Rona F., Kristin M. Gehsmann, and Juliet L. Halladay. "Assessing Comprehension, Cognitive Strategies, Vocabulary Knowledge, and the Affective Dimensions of Reading." In Assessing Readers, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781315169606-5.

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"Assessing Reading Comprehension." In Running Records. Routledge, 2012. http://dx.doi.org/10.4324/9780203120408-15.

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"Assessing the Comprehension of Young Children." In Handbook of Research on Reading Comprehension. Routledge, 2014. http://dx.doi.org/10.4324/9781315759609-34.

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Hibbard, K. Michael, and Elizabeth A. Wagner. "A Framework for Reading Comprehension." In Assessing and Teaching Reading Comprehension and Pre-Writing, 3–5. Routledge, 2019. http://dx.doi.org/10.4324/9781315851228-3.

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Hibbard, K. Michael, and Elizabeth A. Wagner. "Teaching and Assessing Reading Comprehension of Fiction Through Drawing." In Assessing and Teaching Reading Comprehension and Pre-Writing, 3–5. Routledge, 2019. http://dx.doi.org/10.4324/9781315851228-4.

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Hibbard, K. Michael, and Elizabeth A. Wagner. "Teaching and Assessing Reading Comprehension of Nonfiction through Drawing." In Assessing and Teaching Reading Comprehension and Pre-Writing, 3–5. Routledge, 2019. http://dx.doi.org/10.4324/9781315851228-5.

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Baghaei, Purya, Christoph J. Kemper, Monique Reichert, and Samuel Greiff. "Applying the mixed Rasch model in assessing reading comprehension." In Quantitative Data Analysis for Language Assessment Volume II. Routledge, 2019. http://dx.doi.org/10.4324/9781315187808-1.

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Hibbard, K. Michael, and Elizabeth A. Wagner. "Teaching and Assessing Reading Comprehension through the Use of Graphic Organizers." In Assessing and Teaching Reading Comprehension and Pre-Writing, 3–5. Routledge, 2019. http://dx.doi.org/10.4324/9781315851228-6.

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Ravand, Hamdollah. "Application of a hierarchical diagnostic classification model in assessing reading comprehension." In Quantitative Data Analysis for Language Assessment Volume II. Routledge, 2019. http://dx.doi.org/10.4324/9781315187808-4.

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Conference papers on the topic "Assessing reading comprehension"

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Vančo, Ildikó, and Viktória Gergelyová. "ASSESSING READING COMPREHENSION SKILLS OF YOUNG LEARNERS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0638.

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Monsalve, Fabricio, Kervy Rivas Rojas, Marco Antonio Sobrevilla Cabezudo, and Arturo Oncevay. "Assessing Back-Translation as a Corpus Generation Strategy for non-English Tasks: A Study in Reading Comprehension and Word Sense Disambiguation." In Proceedings of the 13th Linguistic Annotation Workshop. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4010.

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Sorensen, Michelle L., and Craig D. Malcovish. "A Comprehensive Approach to Monitoring Pipeline River and Stream Crossings." In 2000 3rd International Pipeline Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/ipc2000-147.

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There are strict regulatory requirements for pipeline construction at river and stream crossings. The requirements for monitoring, surveillance and maintenance of existing crossings on the other hand are limited to a few lines in Section 10 of CSA Z662-99. Systematic procedures for assessing stream channel stability are not readily available to the operators of pipelines. As a consequence, many monitoring and inspection programs focus more on detecting exposures than on preventing them. In this paper, the AEC Pipelines Ltd. approach to monitoring river and stream crossings is reviewed and discussed. The program involves application of basic geomorphic concepts and use of aerial photographs to define channel characteristics at crossing sites and to determine which crossings may be subject to future channel instability or erosion problems. From these in-house evaluations, decisions are made to either proceed with more in-depth assessments by river engineering specialists or continue with routine aerial and ground surveillance. As part of the overall program, procedures for completing routine channel surveys and a checklist of data to be gathered during regular reconnaissance trips have been developed.
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Poluyan, Lyudmila V., and Sviatoslav A. Timashev. "Assessment of Corrosion Rates for Developing RBIs and IMPs for Production Pipelines." In 2010 8th International Pipeline Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ipc2010-31196.

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Corrosion rates (CRs) for defect parameters are playing a crucial role in creating an optimal integrity management plan (IMP) for production pipelines (well piping, inter-field pipes, cross country flow lines, and facility piping) with a thinning web and/or growing defects. CRs are indispensible when assessing the remaining strength, probability of failure (POF) and reliability of a production piping/pipeline with defect(s), and permit assessing the time to reaching an ultimate permissible POF, a limit state, or time to actual failure of the leak/rupture type. The CRs are also needed when creating a risk based pipeline inspection (RBI) plan, which is at the core of a sound IMP. The paper briefly describes the state of the art and current problems in consistent assessing CR parameters using different mathematical models of corrosion growth currently introduced to pipeline industry. The possible sources and the needed quality of direct assessment (DA) and in-line inspection (ILI) to construct comprehensive CR models are listed and formulated. Since corrosion or, in general, deterioration of pipelines is a stochastic time dependent process, the best way to assess pipeline state is to monitor the growth of its defects and/or thinning of its web. Currently the pipeline industry is using such methods as electric resistivity probes (ERP), corrosion samples (CS) and weight loss coupons (WLC) to define the CR for pipelines which transport extremely corrosive substances, or are located in a corrosive environment. Additionally, inhibitors are used to bring the CR to an acceptable level. In this setting the most reliable methods which permit assessment of CRs with needed accuracy and consistency, are probabilistic methods. The paper describes a practical method of predicting the probabilistic growth of the defect parameters using the readings of separated in time different DA or ILI measurements, using the two-level control policy [1]. The procedure of constructing the probability density functions (PDFs) of the defect parameters as functions of time, linear/nonlinear CR growth, and the initial size of the defects is presented. Their use when creating an RBI plan and IMP based on time dependent reliability of pipelines with defects is demonstrated in two illustrative cases — a production pipeline carrying crude oil, and a pipeline subject to internal CO2 corrosion.
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Adl, Amir Hosein, and Masoud Shariat Panahi. "Multi-Objective Optimal Design of a Passenger Car’s Body." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-25124.

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Abstract:
The body of a passenger car roughly constitutes 25–30% of its overall weight. Any reduction in the weight of the car’s body would not only mean less materials and fuel to be consumed, but also less exhaust emissions to be released and less non-biodegradable materials to be dumped or recycled. However, the automotive industry’s desire for an increasing weight reduction of passenger cars is inevitably limited by other design considerations such as mechanical strength, overall stiffness of the body, durability, safety and corrosion resistance. The problem of weight minimization can be expressed in the form of a constrained, multi-objective optimization problem in which the weight of the body and its fatigue life constitute the conflicting cost functions and values of such critical performance parameters as body’s natural frequency forms the constraint set. The above optimization problem poses a challenge to the designer, as the weight, fatigue life and natural frequency of the geometrically complex body cannot be readily evaluated and a comprehensive numerical model, such as a Finite-Elements (FE) one, has to be employed. This numerical model would nonetheless be highly time-consuming, especially considering the need for re-assessing the model dozens, and sometimes hundreds, of times per iteration of the optimization algorithm. To avoid this, we use a neural approximation of the FE model to reduce the time and computational cost. Results of a finite number of FE simulations are used to train the Multi-Layer Perceptron (MLP) neural network which will then be used as the evaluation engine of the optimization algorithm. An efficient computer code based on the improved Non-dominated Sorting Genetic Algorithms (NSGA II) is used to find the Pareto set of distinct solutions. The designer would then be able to choose from a set of non-dominated, feasible solutions based on economical and/or logistics requirements at an early stage of the design process.
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