Abstract
In this study, we designed and developed two educational games on mobile phones with support for speech-recognition to examine and train the cognitive underpinnings of word reading in English as a Second Language (ESL) learners in rural India. Specifically, we tested the hypothesis that articulating a word aloud will be more advantageous for strengthening the sub-lexical components required for word reading – orthographic, phonologic, and semantic – than silently practicing it. 31 children from grades 4 and 5 learning ESL in rural India participated in the study. The results corroborated the hypothesis, suggesting that production is important for second language word reading development.
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Kumar, A., Reddy, P., Kam, M. (2011). SMART: Speech-enabled Mobile Assisted Reading Technology for Word Comprehension. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science(), vol 6738. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_81
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DOI: https://doi.org/10.1007/978-3-642-21869-9_81
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