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: 3321687
• 负责人: RICHARD K OLSON
• 金额: $ 20.17万
• 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/3321687
• 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对 基于计算机的残障人士字解码问题的补救 阅读困难症的读者。受试者在电脑上阅读有趣的故事 每天半个小时的补习阅读或语言艺术课时间。 孩子们用鼠标瞄准故事中的困难单词，让他们立即 正字法和语音反馈。计算机强调重要性 子词字母群与其对应语音的关系 通过在反转视频中显示字母图案来发声，而高- 高质量的语音合成器同时发音。 主要目标是比较全词、音节和 正字法和语音反馈中的子音节水平切分 适用于个别残疾读者。尽管当前的群体差异 研究偏向于分段反馈条件的发展 残障读者的语音解码技能，有很大的 在每个细分条件下所产生的收益的个体差异。 将对3至6年级的残疾读者进行更大样本的培训 一整学年的时间。测试将在开始和结束时进行 年，看看不同的残疾读者在他们的 拼写和语音分割的最佳级别，取决于其 不同的初始阅读和语言配置文件。同样的测试将会是 在训练结束后的一年和两年内确定长期- 治疗效果的长期持久性。 其他研究将检查每日细分审查的好处 针对目标单词和子音节级别的条件进行练习 仅用于对一致的单词进行选择性切分。成人阅读障碍 计算机培训的改进也将与改进进行比较 从成人识字计划中的个人辅导开始。