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: 3321688
• 负责人: RICHARD K OLSON
• 金额: $ 25.88万
• 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 1995-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3321688
• 关键词: auditory discrimination; auditory feedback; child psychology; computer assisted instruction; computer human interaction; computer system design /evaluation; human subject; middle childhood (6-11); reading; reading disorder; remedial /special education; speech synthesizers; training aid

DESCRIPTION (Adapted from the abstract): The proposed research will build on previous and current studies of computer-based remediation for reading disabilities wherein 2nd - 6th grade children read interesting stories on the computer for a half hour each day during the irremedial-reading or language-arts class time. Children are trained to target difficult words in the stories with a mouse for immediate orthographic and speech feedback. The computer emphasizes important relations between word or sub-word letter patterns and their corresponding speech sounds by displaying the patterns in reverse video while a high-quality speech synthesizer simultaneously pronounces them. Compared to control groups, trained subjects' average gains across a semester were about four times greater in phonological decoding of nonwords and about two times greater in word recognition. However, individual-differences analyses of disabled readers' gains revealed interactions between deficit-severity, initial level of phonological awareness, and assigned level of feedback segmentation (whole-word, syllable, or onset-rime units). One goal of the proposed research is to confirm these pedagogically important interactions in a year-long training study with more stable measures of performance. The major goal of the research is to test hypothesized additional benefits of computer-based training in phonological awareness, because the previous subjects' gains in phonological decoding and word recognition were strongly related to their initial level of phonological awareness at pre-test. Training effects will be compared between subjects who use only computer-based reading with speech feedback, and subjects who spend the first 4-6 weeks on computer-based phonological-awareness training before reading, followed by reading on the computer with concurrent phonological-awareness exercises. Total training time and experimenter contact will be the same for both groups so that any unique benefits of phonological- awareness training will not be confounded by extraneous variables. Main effects and interactions will be assessed for phonological- awareness vs. only reading on the computer and the three different levels of feedback segmentation in reading. Individual differences in subjects' gains for phonological awareness, phonological decoding, word recognition, spelling, and reading comprehension will be assessed at the end, and one or two years after training through the use of hierarchical linear models.

描述（改编自摘要）：拟议的研究将 建立在以前和目前的研究基于计算机的补救 对于有阅读障碍的二至六年级儿童， 在电脑上讲有趣的故事 每天小时 在阅读课或语言艺术课上。儿童 训练他们用鼠标瞄准故事中的难词， 即时拼写和语音反馈。 计算机强调 单词或子单词字母模式之间的重要关系， 通过反向显示模式， 视频，同时高质量的语音合成器 宣布他们。 与对照组相比， 在一个学期中，语音方面的进步是其他方面的四倍。 解码非词和大约两倍以上的字 识别. 然而，残疾人的个体差异分析 读者的收获揭示了缺陷严重性之间的相互作用， 语音意识的初始水平和指定的反馈水平 分段（全词、音节或首韵单位）。 的一个目标 拟议的研究是为了证实这些教学重要性， 在一项为期一年的培训研究中， 业绩比较本研究的主要目的是检验假设的 语音学计算机培训的额外好处 意识，因为之前的主题在语音方面的收获 解码和单词识别与他们最初的 前测时的语音意识水平。 培训效果将 只使用基于计算机的阅读的受试者与 言语反馈，以及前4-6周 在阅读之前进行基于计算机的语音意识训练， 通过阅读计算机与并发语音意识 演习总培训时间和实验者联系将是 这两个群体都是如此，所以任何独特的语音优势- 提高认识的培训不会受到外来变量的干扰。 主要影响和相互作用将被评估为语音- 意识与只在电脑上阅读的三种不同 阅读中的反馈分段水平。 的个体差异 被试的语音意识，语音解码，单词 识别、拼写和阅读理解将在 结束，并通过使用分层培训一两年后， 线性模型