scholarly journals Toward Exploiting EEG Input in a Reading Tutor

2011 ◽  
pp. 230-237 ◽  
Author(s):  
Jack Mostow ◽  
Kai-min Chang ◽  
Jessica Nelson
Keyword(s):  
Reading Tutor

Evaluation of an Automated Reading Tutor That Listens: Comparison to Human Tutoring and Classroom Instruction

2003 ◽  
Vol 29 (1) ◽  
pp. 61-117 ◽  
Author(s):  
Jack Mostow ◽  
Greg Aist ◽  
Paul Burkhead ◽  
Albert Corbett ◽  
Andrew Cuneo ◽  
...  
Keyword(s):  
Classroom Instruction ◽  
Human Tutoring ◽  
Reading Tutor

Automatic children's reading tutor on hand-held devices

2008 ◽  
Author(s):  
Xiaolong Li ◽  
Li Deng ◽  
Yun-Cheng Ju ◽  
Alex Acero
Keyword(s):  
Reading Tutor ◽  
Children's Reading ◽  
Children’S Reading

Assessing Student Proficiency in a Reading Tutor That Listens

2003 ◽  
pp. 323-327 ◽  
Author(s):  
Joseph E. Beck ◽  
Peng Jia ◽  
Jack Mostow
Keyword(s):  
Student Proficiency ◽  
Reading Tutor

Speech Recognition Software Contributes to Reading Development for Young Learners of English

2015 ◽  
Vol 5 (3) ◽  
pp. 60-74 ◽  
Author(s):  
Kenneth Reeder ◽  
Jon Shapiro ◽  
Jane Wakefield ◽  
Reg D'Silva
Keyword(s):  
English Language Learners ◽  
Speech Recognition ◽  
Reading Fluency ◽  
Oral Reading ◽  
Grade Level ◽  
Oral Reading Fluency ◽  
Classroom Instruction ◽  
Regular Classroom ◽  
Speech Recognition Software ◽  
Reading Tutor

Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL support plus the Reading Tutor. Oral reading fluency was assessed by the DIBELS measure. Fluency was also calculated by the program, and grade level of materials mastered was assessed by the software's logs. Both groups made significant gains in oral reading fluency and grade level of materials mastered, according to measures internal to the software. For one period, gains in fluency following experience with the program appeared to have been slightly larger than gains with regular classroom instruction and EAL support only.

Effects of a Computer-Based Reading Tutor on the Attitudes and Views of Multilingual Young Readers

2007 ◽  
Vol 3 (1) ◽  
pp. 25-32
Author(s):  
Jane Wakefield ◽  
Kenneth Reeder ◽  
Jon Shapiro
Keyword(s):  
Young Readers ◽  
Computer Based ◽  
Reading Tutor

scholarly journals The Japanese-Slovene dictionary jaSlo: its development, enhancement and use

2015 ◽  
pp. 203-216
Author(s):  
Kristina Hmeljak Sangawa ◽  
Tomaž Erjavec
Keyword(s):  
Web Interface ◽  
Support Tool ◽  
Dictionary Entry ◽  
Parallel Corpus ◽  
Reading Support ◽  
On Line ◽  
Reading Tutor ◽  
Access Logs

The Japanese-Slovene dictionary jaSlo: its development, enhancement and useThe paper presents the on-line Japanese-Slovene dictionary jaSlo, in particular the ways in which it has been used, and how it has been extended with examples mined from a parallel corpus. The paper first describes jaSlo and the structure of its dictionary entry, its Web interface for searching, and an analysis of the access logs. The use of jaSlo in the context of the Japanese reading-support tool Reading Tutor is described next, again followed by an analysis of the access logs. Also discussed is the manner in which usage examples were added to the dictionary, and an evaluation of their usefulness. The paper concludes with directions for further work.

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