SBIR Phase I: Technology for Individualized Pathways to Reading

SBIR 第一阶段：个性化阅读途径的技术

• 批准号: 1520314
• 负责人: Robert Dufresne
• 金额: $ 15万
• 依托单位: Pioneer Valley Educational Press, Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1520314&HistoricalAwards=false
• 关键词: SBIR; Phase; Technology; Individualized; Pathways

This Small Business Innovation Research Phase I project will advance the state of the art in interactive reading instruction, fundamentally reorganizing it to respond to the needs and strengths of the individual learner, and to support the classroom activities of each teacher. Almost two thirds of U.S. 4th graders score below proficient in reading. Given that early reading ability is a major predictor of academic achievement across all subjects, improved reading instruction would have a tremendous positive impact on many lives and on the country as a whole. This project aims to harness the power of the tablet platform in new ways to bring new flexibility and transparency to the process of learning to decode the written word. To achieve this, the project will develop and evaluate a prototype of multi-component software capable of adaptive assessment, instruction and practice. The project's R&D is aimed toward the eventual widespread use of products that can help each child be ready to meet the literacy demands of the curriculum, and level the playing field in subjects such as science where nonfiction reading plays a growing role. The project's core innovation is a new, fine-grained way of modeling each child's reading knowledge. This model represents a new answer to the question of what information a phonics tutoring system needs to maintain in order to provide optimally individualized instruction. The project will develop ways of tracking the progressions by which individual students come to understand spelling patterns and recognize them in words, with particular attention to how students make use of similarities and differences between words. The project will map additional word characteristics such as familiarity, complexity, regularity, ambiguity of spelling, and resemblance to known words that influence a student's readiness to learn and master new words, from initial engagement up to fluency. Additional project work will develop and evaluate the logic of tutoring decisions, investigate ways to gamify the process of learning to decode written language, and demonstrate novel ways of integrating software use with other activities in a classroom's balanced literacy program.

这个小型企业创新研究第一阶段项目将推进交互式阅读教学的最先进水平，从根本上重新组织它，以响应个体学习者的需求和优势，并支持每位教师的课堂活动。近三分之二的美国四年级学生的阅读成绩低于熟练程度。鉴于早期阅读能力是所有科目学业成绩的主要预测因素，改善阅读教学将对许多人的生活以及整个国家产生巨大的积极影响。该项目旨在以新的方式利用平板电脑平台的强大功能，为学习解码书面文字的过程带来新的灵活性和透明度。为了实现这一目标，该项目将开发和评估能够进行适应性评估、指导和实践的多组件软件原型。该项目的研发旨在最终广泛使用产品，帮助每个孩子做好满足课程读写能力要求的准备，并为非小说类阅读在科学等学科中发挥越来越重要作用的学科创造公平的竞争环境。该项目的核心创新是一种新的、细粒度的方式来对每个孩子的阅读知识进行建模。该模型为自然拼读辅导系统需要维护哪些信息才能提供最佳的个性化教学这一问题提供了新的答案。该项目将开发跟踪个别学生理解拼写模式并识别单词的进展的方法，特别关注学生如何利用单词之间的相似性和差异。该项目将绘制其他单词特征，例如熟悉度、复​​杂性、规律性、拼写模糊性以及与已知单词的相似性，这些特征会影响学生从最初的参与到流利地学习和掌握新单词的准备情况。其他项目工作将开发和评估辅导决策的逻辑，研究将学习解码书面语言的过程游戏化的方法，并展示将软件使用与课堂平衡读写计划中的其他活动相结合的新方法。