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Computer-supported intervention for children with language and literacy problems

Computer-supported intervention for children with language and literacy problems. Ludo Verhoeven In collaboration with Eliane Segers and Rosemarie Irausquin University of Nijmegen. Possibilities computer. Connecting speech, orthography, semantics Virtual reality Hypertekst Communication

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Computer-supported intervention for children with language and literacy problems

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  1. Computer-supported intervention for children with language and literacy problems Ludo Verhoeven In collaboration with Eliane Segers and Rosemarie Irausquin University of Nijmegen

  2. Possibilities computer • Connecting speech, orthography, semantics • Virtual reality • Hypertekst • Communication • Adaptivity • Responsivity • Motivational value

  3. Digital learning environments • Computer-assisted instruction • Drills & practice • Games • Open learning environments • (Automatic) feedback • Communication

  4. Computer-supported intervention • Computer-assisted instruction • Early language intervention (kindergarten) • Intervention for poor readers • Open learning environment • Language in the content areas

  5. Early intervention softwareSchatkist met de muis • Storybook reading • Story telling • Story illustrations • Semantic meaning • Word blending • Language play • Multimedial songs • Book making • Postcard writing • Rhyme and word segmenting • Word making

  6. Overview of a CDROM (bold arrows show adaptivity)

  7. Postcard writing

  8. Rhyme and word synthesis: b-el • Attention to word sounds • Isolating beginning sound • Word blending

  9. Grapheme booklet: computer keeps track of individual progress

  10. Word maker

  11. Effects • Positive effects • Vocabulary • Text comprehension • Phonological awareness • Effects equally strong for L1 and L2 learners • Effects for children with SLI • Rhyme • Phonemic awareness • Role of speech manipulation???

  12. Research Tallal, Merzenich & associates • Children with SLI: • Problems with fast formant transitions in synthetic speech (1974, 1981) • Lengthening signal > better discrimination (1973) • Lengthening formant transition > better discrimination (1975, 1980) • New algorithm: lengthening whole signal + amplifying fast formant transitions up to 20dB • Commercial program: Fast Forword (1996: Effectful after 100 hours in four weeks of training)

  13. Difficulties with fast formant transitions

  14. Benefits of speech manipulation

  15. Training studies using speech manipulation

  16. Study 1: Speech manipulation • Participants • 21 children with SLI vs 24 NLA controls (5 yrs) • Stimulus set • Five contrasts: b-p, d-t, v-w, h-g, b-d • 60 word pairs, e.g., buik-duik (12x60 items) • Speech manipulation: • Normal speech • Amplifying fast formant transitions • Slowing down speech signal • Amplification + slowing down

  17. Oscillogram normal vs amplified speech (enhanced fast transitional elements): /buik/ - /duik/

  18. Study 1 (continued) • Results • Normal children perform better than SLI children • +/- voice is more complex than place contrasts • No effect of speech manipulation • Conclusion • No replication of effects reported by Tallal & Piercy

  19. Study 2: Training with natural speech manipulation • Participants (kindergarten) • 36 SLI children: 24 experimental vs 12 control • Training: rhyme and word blending • Normal speech (N1=12) • Manipulated speech (N2=12) • Procedure • Pretest-posttest-retention test

  20. Results study 2

  21. Conclusions Study 2 • Program is effective for children with SLI • Significant retention effects • No effect for speech manipulation

  22. Study 3: Training with synthetic speech manipulation • Participants (kindergarten) • 19 SLI children and 24 NLA children • Stimulus set: minimal word pairs • Normal • Slowing down entire speech signal (like in FFW) • Slowing down just formant transitions

  23. Results study 3

  24. Conclusions Study 3 • Program is effective for NLA and SLI • Positive effect speech manipulation for SLI • No difference between slowing down entire signal or formant transitions

  25. General conclusions • SLI children have difficulties in phonological tasks • Phonological training is helpful for SLI children • Role of speech manipulation is inconclusive • Limitations: small N, limited hours of training

  26. Dyslexia • Phonological deficit • Phonological memory • Phonemic segmentation • Access to phonology • Sensory defects • Processing brief sensory cues • Processing rapidly changing sequences • Limited use of temporal information

  27. LEESLADDER: Adaptive computer program for poor readers • cd-rom 1: alphabetic principle, phonological awareness, decoding of CVC words • cd-rom 2: automatisation of reading and spelling of simple word structures + basic reading comprehension • cd-rom 3: reading/spelling monosyllabic words with consonant clusters and specific orthographic patterns (-eeuw, -ooi, -ng, etc.) + reading comprehension • cd-rom 4: decoding multisyllabic words + advanced reading comprehension

  28. Sources database graphemes words Sentences, etc.. Adaptive navigation module Planning abilities Parameters Pupil part Pupil database Pupil ID Learning history Teacher part Play types (Sub)abilities

  29. Grapheme discovery Sound discovery Grapheme- and phoneme knowledge Basic 1 Basic 2 Type & copy Word closure Auditory synthesis Letter flashing Grapheme order correct Simple spelling Word reading correct Reading and spelling 1 Picture-word Word-picture Reading and spelling 2 Word reading fast Grapheme order fast Auditory word dictation Word rows 1 Reading and spelling 3 Visual word dictation Word rows 2 Flash words

  30. Letter test Grapheme discovery Phoneme discovery Grapheme and phoneme knowledge Basic 1 Basic 2 Type and copy Word closure Auditory synthesis Flash letters Grapheme order correct Elementary spelling Word reading correct Reading and spelling 1 Picture-word Word-picture Reading and spelling2 Worden reading fast Grapheme order fast Auditory word dictation Word rows 1 Reading and spelling3 Visual word dictation Word rows 2 Flash words

  31. Effects on phonological awareness

  32. Effects on word decoding

  33. Correlations between training intensity and reading gains

  34. Speed vs comprehension training

  35. General discussion • Age: plasticity of the brain • Contents of training • Synthetic vs natural speech • N of hours of training (minimum 100?) • Effects: phonology vs information processing • Necessity of control groups

  36. Open Learning Environment: facilitating language and knowledge construction

  37. Communication

  38. Text sample

  39. Communication: reaction types Reaction types: (1) (dis)approval, (2) question about the text, (3) personal, (4) reasoning , (5) suggestion (6)hello/goodbye, (7) rest category

  40. Online spelling feedback Conditions: Handwriting (H), Typing (T), Spellingchecker (C), Spelling suggestions (S)

  41. Perspective • Children need to learn how to communicate in open learning environment • Spelling development can be supported by means of online feedback • Children with learning problems equally benefit from the environment • CIA can be integrated in open learning environments

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