COMPUTER-SPEECH FEEDBACK IN TEXT FOR DYSLEXIC CHILDREN

针对诵读困难儿童的计算机语音文本反馈

• 批准号: 3321691
• 负责人: RICHARD K OLSON
• 金额: $ 18.81万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 1987
• 资助国家: 美国
• 起止时间: 1987-01-01 至 1992-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3321691
• 关键词: child psychology; computer assisted instruction; diagnostic tests; language development; middle childhood (6-11); neural information processing; reading disorder; speech synthesizers

The proposed research will build on our previous and current studies of computer-based remediation for word decoding problems in disabled or dyslexic readers. Subjects read interesting stories on the computer for a half hour each day during remedial reading or language arts class time. Children target difficult words in the stories with a mouse for immediate orthographic and speech feedback. The computer emphasizes important relations between subword letter groups and their corresponding speech sounds by displaying the letter patterns in reverse video while a high- quality speech synthesizer simultaneously pronounces them. A primary goal is to compare benefits of whole-word, syllable, and subsyllable levels of segmentation in the orthographic and speech feedback for individual disabled readers. Although group differences in current research favor the segmented feedback conditions for the development of disabled readers' phonological decoding skills, there were substantial individual differences in gains made within each segmentation condition. Larger samples of disabled readers in the 3rd to 6th grades will be trained over a full school year. Tests will be given at the start and the end of the year, to see whether different disabled readers will vary in their optimal level of orthographic and speech segmentation, depending on their different initial reading and language profiles. The same tests will be given one and two years after the end of training to determine the long- term persistence of treatment effects. Additional studies will examine the benefits of daily segmentation review exercised for targeted words, and of a condition at the subsyllable level for selective segmentation of consistent words only. Adult dyslexics' improvement from computer training will also be compared with improvement from individual tutoring in an adult literacy program.

拟议的研究将建立在我们以前和目前的研究基础上， 以电脑为基础的补救，为残疾人或 阅读障碍者 受试者在电脑上阅读有趣的故事， 在补习阅读或语言艺术课时间，每天半小时。 孩子们用鼠标瞄准故事中的难词， 拼写和语音反馈。 计算机强调重要 子词字母组与其对应语音之间的关系 声音通过显示字母模式在反向视频，而高- 高质量的语音合成器同时发音。 一个主要的目标是比较全词，音节， 在正字法和语音反馈中的子音节水平分割 为残疾人读者。 虽然目前的群体差异 研究有利于分段反馈条件的发展， 残疾读者的语音解码能力，有大量的 在每个分割条件内产生的增益的个体差异。 将对更多三至六年级的残疾读者进行培训 在一个完整的学年。 测试将在开始和结束时进行， 今年，看看不同的残疾读者的阅读习惯是否会有所不同 最佳水平的正字法和语音分割，这取决于他们的 不同的初始阅读和语言概况。 同样的测试将是 在培训结束后的一年和两年内， 治疗效果的长期持续性。 其他研究将检查每日细分审查的益处 针对目标词进行训练，并在子音节水平上进行条件训练 仅用于选择性分割一致的单词。 成人阅读障碍者 计算机培训的改进也将与 成人扫盲项目的个人辅导。