Classroom Use and Efficacy of an Automated Reading Tutor that Listens

自动聆听阅读导师的课堂使用和功效

• 批准号: 9979894
• 负责人: David Mostow
• 金额: $ 364.51万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-10-01 至 2003-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9979894&HistoricalAwards=false
• 关键词: Classroom; Use; Efficacy; Automated; Reading

This project will investigate an innovative, technology-enabled approach to elementary reading - an automated reading tutor that displays stories on a computer screen, listens to children read aloud, and helps them learn to read. Experimental use in an urban elementary school has provided initial evidence of the Reading Tutor's ability to engage students in sustained assisted reading. In a four-month controlled study, children who used the Reading Tutor gained significantly more in reading comprehension than classmates who spent the same time in regular activities. The main question addressed by the project is the efficacy of the Reading Tutor when used in real classrooms. The experiments include an evaluation of the Reading Tutor's longitudinal effects on student progress, compared to commercial software and to human tutors. Expected outcomes include demonstrating the effectiveness of speech-recognition-enabled assistance in building and assessing reading skills, and establishing how much various type so learners, problems, and skill sets benefit from such assistance.Sustainability and scalability will be addressed by analyzing and addressing key factors at the interface between technology and the classroom that affect the amount of usage of the system. Experiments with successive prototypes of a Reading Tutor that runs on commercially available computers will lay research foundations for transition of it and other educational software into affordable, effective, scalable interventions that can make a real difference in children's education.

这个项目将研究一种创新的、技术支持的小学阅读方法--一种自动化的阅读导师，在电脑屏幕上显示故事，听孩子大声朗读，帮助他们学习阅读。在城市小学的实验使用提供了初步证据的阅读导师的能力，使学生在持续的辅助阅读。在一项为期四个月的对照研究中，接受阅读辅导的孩子在阅读理解方面的成绩明显高于那些花同样时间参加常规活动的同学。 该项目解决的主要问题是阅读辅导员在真实的教室中使用时的功效。实验包括评估的阅读导师的纵向影响学生的进步，相比商业软件和人类导师。预期成果包括展示语音识别辅助在建立和评估阅读技能方面的有效性，并确定各种类型的学习者、问题和技能组合从此类辅助中受益的程度。通过分析和解决技术与课堂之间界面上影响系统使用量的关键因素，将解决可持续性和可扩展性问题。在商用计算机上运行的连续阅读辅导原型的实验将为它和其他教育软件过渡到负担得起的、有效的、可扩展的干预措施奠定研究基础，这些干预措施可以在儿童教育中产生真实的影响。