Improving child literacy in Africa: Experiments with an automated reading tutor
Improving child literacy in Africa: Experiments with an automated reading tutor
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DOI：
10.1109/ictd.2009.5426715
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发表时间：
2009-04
期刊：
影响因子：
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通讯作者：
G. Ayorkor Mills-Tettey;Jack Mostow;M. B. Dias;Tracy Morrison Sweet;Sarah Belousov;Tracy Morrison Sweet;M. F. Dias;Haijun Gong
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文献类型：
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作者：
G. Ayorkor Mills-Tettey;Jack Mostow;M. B. Dias;Tracy Morrison Sweet;Sarah Belousov;Tracy Morrison Sweet;M. F. Dias;Haijun Gong
本文介绍了一项研究奋进，旨在探索技术在提高发展中社区儿童识字能力方面的作用。最初的试点研究和随后在加纳进行的为期四个月的受控实地研究调查了自动阅读辅导员在帮助城市儿童提高英语阅读技能方面的可行性和有效性。除了定量数据表明自动辅导对这种环境下的一些儿童有用之外，这些研究和在赞比亚进行的另一项初步试点研究还就应用技术解决方案应对发展中社区提高儿童识字率的挑战的可行性提出了有益的定性意见。本文介绍了实地研究的结果、观察结果和经验教训。
This paper describes a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations and lessons learned from the field studies.