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Automated Vocabulary Instruction in a Reading Tutor

  • Cecily Heiner
  • Joseph Beck
  • Jack Mostow
Part of the Lecture Notes in Computer Science book series (LNCS, volume 4053)

Abstract

This paper presents a within-subject, randomized experiment to compare automated interventions for teaching vocabulary to young readers using Project LISTEN’s Reading Tutor. The experiment compared three conditions: no explicit instruction, a quick definition, and a quick definition plus a post-story battery of extended instruction based on a published instructional sequence for human teachers. A month long study with elementary school children indicates that the quick instruction, which lasts about seven seconds, has immediate effects on learning gains that did not persist. Extended instruction which lasted about thirty seconds longer than the quick instruction had a persistent effect and produced gains on a posttest one week later.

Keywords

Automatic Speech Recognition Phonological Representation Young Reader Vocabulary Word Extended Instruction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. 1.
    Beck, I.L., McKeown, M.G., Kucan, L.: Bringing Words to Life. The Guilford Press, New York (2002)Google Scholar
  2. 2.
    Mostow, J., Aist, G.: Evaluating tutors that listen: An overview of Project LISTEN. In: Forbus, K., Feltovich, P. (eds.) Smart Machines in Education, pp. 169–234. MIT/AAAI Press, Menlo Park (2001)Google Scholar
  3. 3.
    Menard, S.: Applied Logistic Regression Analysis. Quantitative Applications in the Social Sciences 106 (1995)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2006

Authors and Affiliations

  • Cecily Heiner
    • 1
    • 2
  • Joseph Beck
    • 2
  • Jack Mostow
    • 2
  1. 1.School of ComputingUniversity of UtahSalt Lake CityUSA
  2. 2.School of Computer ScienceCarnegie Mellon UniversityPittsburghUSA

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