Chapter 9-I read it, but I don't get it! (Chris Tovani wrote this book title)

1. Chapter 9 discusses language and comprehension. Previously discussed semantics relates to language because language and comprehension ARE meaning. Everything we say, read, or listen to are attached to meaning that we must keep in our working memory until we are able to interpret it and place it either into long term or stay in short term and then possibly vanish. Ambiguity was a meaningful part of this chapter and discussed how our eyes pause longer with eye saccades when encountering ambiguous words. This could effect comprehension because the information stored in working memory could be lost during these longer pauses in eye movement.
2. When it comes to artificial intelligence...I just don't get it! I have absolutely no background knowledge on this topic and some of the words used are a foreign language to me. I just cannot grasp how a computer could try to act like a human. No human is perfect so why would they make a computer program that is perfect to match up against an imperfect human? I understand they could be beneficial in some aspects, but how could a system emulate our cognitive processes when all we have are theories and not facts about our cognitive processes.
3. This chapter was tailor made for my students. I work with struggling readers and find that my students have low language abilities and low comprehension. After reading this chapter, I have reasons as of why they might be struggling with the oral language they hear and interpret along with why they might be low comprehenders. I am now more aware of how I must word my language with my students and how I can scaffold their understanding when they might misinterpret the text due to ambiguity. I'm also beginning to wonder if some of my students suffer from Broca's aphasia or Wernicke's aphasia. The symptoms tend to sound like some of my kids and I'm wondering if I could somehow help them by being more understanding and rethink my language I use with them.