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

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

Kenneth Reeder, Jon Shapiro, Jane Wakefield, Reg D'Silva
Copyright: © 2015 |Volume: 5 |Issue: 3 |Pages: 15
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466679573|DOI: 10.4018/IJCALLT.2015070104
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MLA

Reeder, Kenneth, et al. "Speech Recognition Software Contributes to Reading Development for Young Learners of English." IJCALLT vol.5, no.3 2015: pp.60-74. http://doi.org/10.4018/IJCALLT.2015070104

APA

Reeder, K., Shapiro, J., Wakefield, J., & D'Silva, R. (2015). Speech Recognition Software Contributes to Reading Development for Young Learners of English. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(3), 60-74. http://doi.org/10.4018/IJCALLT.2015070104

Chicago

Reeder, Kenneth, et al. "Speech Recognition Software Contributes to Reading Development for Young Learners of English," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 5, no.3: 60-74. http://doi.org/10.4018/IJCALLT.2015070104

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Abstract

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.

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