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Using Text-To-Speech To Assist with Development in Reading Ability

Using Text-To-Speech To Assist with Development in Reading Ability. Things I Believe and Suspect About Artificial Intelligence Systems Like Text-To-Speech. Listening comprehension generally leads silent reading comprehension.

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Using Text-To-Speech To Assist with Development in Reading Ability

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  1. Using Text-To-Speech To Assist with Development in Reading Ability

  2. Things I Believe and Suspect About Artificial Intelligence Systems Like Text-To-Speech • Listening comprehension generally leads silent reading comprehension. • Multisensory inputs (visual and auditory systems together with repetition) can lead to the development of stronger learning - mental maps, cognitive impressions, memory traces, yada yada... • TTS can speed up the process of schema development (general knowledge and content-specific)

  3. TTS can facilitate comprehension in content areas, leading to the ability to participate in class discussion, better integrate new concepts from lecture, etc. • Facilitates relational mapping between orthographic and phonological representations - thus, vocabulary development (despite occasional errors). • Can assist in concept attainment for ESL students by referencing material read aloud in the L-1 AND in English. • TTS makes explicit and overt connections between speech, written language, and reading.

  4. Assists significantly with editing processes (takes one out of the “error -loop; permits students to take on “audience perspective;” reflection on insufficient answers; makes audible omissions, non-sequitors, punctuation, and spelling errors). • Consistent with Transactional theories on literacy acquisition. • Supported by and consistent with a variety of theoretical perspectives - Legitimate Peripheral Participation, Scaffolding, Psycholinguistics, Activity Theory, Distributed Cognition, Situational Learning, Cybernetics, etc.

  5. Technology can be combined with, and support, traditional reading and learning strategies (e.g. the ‘r’ stage in SQ3R). • Under intensive conditions, may contribute to adult neuralplasticity - either through non-synaptic volume transmission (VT) or synaptogenesis

  6. Demonstrations! • First – Get a general sense of two passages!

  7. More Examples… • Keeping the class together under time constraints… Sparknotes! • Vocabulary mapping, including TTS in other languages to build CALPS – Chapter Three from Improving Vocabulary

  8. Building Rapport and Just Having Fun

  9. Quick Case Studies! REAL people!

  10. Real E-mail! • Hi! It's me Paulina A. from your Tues. & Thurs. Rea 091. I just wanted to let you know that I downloaded the Read please free version. I LOVE IT. I liked it so much that I told my nephew about it. Hes going to try it tommarrow. I helped me with a paper I wrote. Made me hear grammatical errors I never would have heard and plus its cool to have fun with! Thanks a bunch!                                                                                                                       cu Tues. Paulina   'o' Note: This student’s compositions were actually quite sophisticated!

  11. Yuan-Shu - Student from China Final Grade – A DRP Growth – Pre = 24 / Post 37 • Use of Informal Reading Inventories (Qualitative Reading Inventory graded passages)

  12. How to GET These Programs … and what you need…

  13. Universal Design / Instruction St. Mary’s University and IBM

  14. Part II: Adding a Technological Dimension to Social Constructivism • Environment and human-constructed tools • Tool relations • Agency of tools • Crystallization of functions into tool artifacts • Functional Organs • Vygotsky’s Mediational Triangle

  15. The Cultural-Historical School founded by Vygotsky, Leont’ev, and Luria has dimensions not typically discussed in Reading Programs…

  16. Vygotsky’s Seminal Triangle Mediator / Mediating Artifact Subject Object/Motive

  17. “Perception and cognition are not properties or possessions of individual minds but are dynamic and contextualized ACTS or sets of relations DISTRIBUTED across individuals and social and physical resources (e.g. collaborators, computer representations, etc.) Barab & Plucker, (2002) Smart People or Smart Contexts? Talent Development in an Age of Situated Approaches to Knowing and Learning

  18. “To ACT intelligently is accomplished or engaged rather than possessed… intelligence (is) an ACTIVITY that is present in the tools, modes of representation, human collaborators, and other artifacts an individual uses to ACT intelligently.” Pea, (1993) Practices of Distributed Intelligence and Designs for Education

  19. Neuralplasticity and Learning… Including Surprising Adult Plasticity The “cousin” to TTS constituted by FastForWord developed by Drs. Tallal and Merzenich - two year gains in reading comprehension developed in a matter of weeks and confirmed through phonetic processing tests and Functional Magnetic Resonance Imagery at Stanford…

  20. Discussion?

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