SBIR Phase I: Personalized Reading Instruction

SBIR第一阶段：个性化阅读指导

• 批准号: 1346202
• 负责人: Jay Goyal
• 金额: $ 15万
• 依托单位: Actively Learn Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2014-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1346202&HistoricalAwards=false
• 关键词: SBIR; Phase; Personalized; Reading; Instruction

This SBIR Phase I project proposes to discover digital methods to personalize reading instruction such that students understand more when they read, retain knowledge, and build lasting skills. The academic research on reading supports the claim that active reading strategies that incorporate quality instruction can benefit students. However, instruction is usually not personalized to meet the needs of specific students, and even when an educator works 1:1 with a student they can only interpret a limited number of signals from a student to help guide instruction. The objective of the project is to take in several inputs when students read digitally and investigate whether personalized reading instruction can effectively be created and delivered for students working with any text. The broader impact of this Phase I project will be to improve how students read, and therefore how they learn. Two-thirds of students in the U.S. are struggling readers; they cannot understand the main idea when they read. These students are four times more likely to drop out of school. Difficulty reading extends to all subjects; poor readers have only a 14% chance of success in math and 1% chance of success in science. Reading is the heart of education. It is the most important skill we learn in school. People who read critically have more success in school, obtain high quality jobs, and are able to contribute more to expand social resources. Thirty million students in the U.S. struggle to read, so reducing that number by even 10 or 20 percent would mean a huge improvement in the educational and financial opportunities for millions of Americans. Globally the problem is even larger, and digital devices give us the opportunity to reach over a billion people worldwide. Researchers and educators have been trying to solve the "reading gap" for decades, but only now does the technology exist to make this possible.

SBIR第一阶段项目旨在探索个性化阅读教学的数字方法，使学生在阅读时理解更多，保留知识并建立持久的技能。关于阅读的学术研究支持这样一种观点，即积极的阅读策略结合高质量的教学可以使学生受益。然而，教学通常不是个性化的，以满足特定学生的需求，即使当教育工作者与学生1：1工作，他们只能解释有限数量的信号，从学生，以帮助指导教学。该项目的目标是在学生进行数字阅读时吸收多个输入，并调查是否可以有效地为处理任何文本的学生创建和提供个性化的阅读教学。第一阶段项目的更广泛影响将是改善学生的阅读方式，从而改善他们的学习方式。在美国，三分之二的学生阅读能力很差，他们在阅读时无法理解文章的大意。这些学生辍学的可能性是其他学生的四倍。阅读困难延伸到所有科目;穷人的读者只有14%的机会成功的数学和1%的机会成功的科学。阅读是教育的核心。这是我们在学校学到的最重要的技能。批判性阅读的人在学校更成功，获得高质量的工作，并能够为扩大社会资源做出更多贡献。美国有三千万学生在努力阅读，因此，即使将这一数字减少10%或20%，也意味着数百万美国人的教育和经济机会的巨大改善。在全球范围内，这个问题甚至更大，数字设备使我们有机会接触到全球超过10亿人。几十年来，研究人员和教育工作者一直试图解决“阅读差距”，但直到现在才有技术使这成为可能。