Tutoring Bilingual Students with an Automated Reading Tutor that Listens
Robert Poulsen, Peter Wiemer-Hastings, and David Allbritton. Tutoring Bilingual Students with an Automated Reading Tutor that Listens. Journal of Educational Computing Research, 36(2), 2007.
Download
Abstract
Children from non-English-speaking homes are doubly disadvantaged when learning English in school. They enter school with less prior knowledge of English sounds, word meanings, and sentence structure, and they get little or no reinforcement of their learning outside of the classroom. This paper compares the classroom standard practice of sustained silent reading with the Project LISTEN Reading Tutor which uses automated speech recognition to "listen" to children read aloud, providing both spoken and graphical feedback. Previous research with the Reading Tutor has focused primarily on native speaking populations. In this study 34 Hispanic students spent one month in the classroom and one month using the Reading Tutor for 25 minutes per day. The Reading Tutor condition produced significant learning gains in several measures of fluency. Effect sizes ranged from 0.55 to 1.27. These dramatic results from a one-month treatment indicate this technology may have much to offer English language learners.
BibTeX
@Article{Poulsen:2007,
author = "{Robert Poulsen} and Peter Wiemer-Hastings and David Allbritton",
title = {Tutoring Bilingual Students with an Automated Reading Tutor that Listens},
journal = {Journal of Educational Computing Research},
year = {2007},
volume = {36},
number = {2},
cvnote = {Impact factor = 0.659, g-index = 152},
abstract = {Children from non-English-speaking homes are doubly disadvantaged when learning English in school. They enter school with less prior knowledge of English sounds, word meanings, and sentence structure, and they get little or no reinforcement of their learning outside of the classroom. This paper compares the classroom standard practice of sustained silent reading with the Project LISTEN Reading Tutor which uses automated speech recognition to "listen" to children read aloud, providing both spoken and graphical feedback. Previous research with the Reading Tutor has focused primarily on native speaking populations. In this study 34 Hispanic students spent one month in the classroom and one month using the Reading Tutor for 25 minutes per day. The Reading Tutor condition produced significant learning gains in several measures of fluency. Effect sizes ranged from 0.55 to 1.27. These dramatic results from a one-month treatment indicate this technology may have much to offer English language learners.}
}