Collaborative Research: Parent-EMBRACE: An Embodied ITS for Improving Comprehension during Parent-Child Shared Reading

合作研究：亲子拥抱：提高亲子共享阅读理解力的具体化 ITS

• 批准号: 1917636
• 负责人: Arthur Glenberg
• 金额: $ 52.39万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-15 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1917636&HistoricalAwards=false
• 关键词: Collaborative; Research; Parent; EMBRACE; Embodied

Young Latino dual language learners are a growing segment of our society. Unfortunately, many of these children struggle with reading comprehension, and their parents do not always have the tools to support them. That is, the parents are often recent immigrants who are also poor readers in both Spanish and English, and thus read infrequently with their children. When these parents do engage in shared reading, they do not ask the sorts of questions that promote comprehension. This project will build upon the already-developed iPad application, EMBRACE, which helps dual language learners become successful readers of English. EMBRACE will be modified to encourage parent/child shared reading; to train the parents on how to ask questions that enhance comprehension; and to promote reading in both languages since reading skill transfers between languages. Thus, the work will potentially impact society by improving reading skills and educational achievement of both parents and children. The project will contribute to three areas of science. The first contribution is to the study of human-computer interaction. EMBRACE will be modified with the first intelligent tutoring system designed specifically for parent-child use, thus uncovering design principles for the creation of intelligent learning environments that are sensitive to how they are being used and by whom. Second, experimental testing of the new EMBRACE system with families will contribute to understanding the processes that enhance bilingual education and how interventions can positively influence these processes. Third, a component of the testing includes the use of electroencephalography to trace changes in brain activity produced by the intervention. Thus, the research contributes to the cognitive psychology and neuroscience of reading comprehension by using a combination of process data, outcome data, and neurocognitive data from both the children and their parents.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

年轻的拉丁裔双语学习者在我们的社会中日益增长。不幸的是，这些孩子中的许多人在阅读理解方面存在困难，他们的父母并不总是有工具来支持他们。也就是说，父母通常是新移民，他们对西班牙语和英语的阅读能力也很差，因此很少和孩子一起阅读。当这些家长真的参与共享阅读时，他们不会问那些有助于理解的问题。这个项目将建立在已经开发的iPad应用程序Embrend的基础上，该应用程序帮助双语学习者成为成功的英语读者。将对“拥抱”进行修改，以鼓励家长/孩子分享阅读；培训家长如何提问以提高理解能力；以及促进两种语言的阅读，因为阅读技能在不同语言之间转移。因此，这项工作可能会通过提高父母和孩子的阅读技能和教育成就来影响社会。该项目将为科学的三个领域做出贡献。第一个贡献是对人机交互的研究。第一个专门为亲子使用而设计的智能辅导系统将对Embrace进行修改，从而揭示出创建智能学习环境的设计原则，这些环境对如何使用它们以及由谁使用它们非常敏感。其次，对新的家庭拥抱系统进行实验测试，将有助于理解加强双语教育的过程，以及干预措施如何积极影响这些过程。第三，测试的一个组成部分包括使用脑电图仪来追踪干预产生的大脑活动的变化。因此，这项研究通过使用儿童及其父母的过程数据、结果数据和神经认知数据的组合，为阅读理解的认知心理学和神经科学做出了贡献。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Embodied Action Scaffolds Dialogic Reading

具身行动支架对话阅读

• DOI: 10.1007/s10648-021-09617-6
• 发表时间: 2021
• 期刊: Educational psychology review
• 影响因子: 10.1
• 作者: Wall, Danielle;Foltz, Sarah;Kupfer, Anne
• 通讯作者: Kupfer, Anne

Parent-EMBRACE: An Adaptive Dialogic Reading Intervention

家长拥抱：适应性对话阅读干预

• DOI: 10.1007/978-3-030-78270-2_43
• 发表时间: 2021
• 期刊: Lecture notes in computer science
• 作者: Lekshmi Narayanan, Arun B;Lim, Ju E;Nguyen, Tri;Gomez, Ligia E;Restrepo, M. A;Blais, Chris;Glenberg, Arthur M;Walker, Erin
• 通讯作者: Walker, Erin