The Robotics Institute

Carnegie Mellon Robotics Institute

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Abstract

A 7-month study of 178 students in grades 1-4 at two schools compared two daily 20-minute treatments. 88 students did Sustained Silent Reading (SSR) in their classrooms. 90 students in 10-computer labs used the 2000-2001 version of Project LISTEN's Reading Tutor (RT), which uses speech recognition to listen to a child read aloud, and responds with spoken and graphical assistance (www.cs.cmu.edu/~listen). The RT group significantly outgained their statistically matched SSR classmates in phonemic awareness, rapid letter naming, word identification, word comprehension, passage comprehension, fluency, and spelling - especially in grade 1, where effect sizes for these skills ranged from .20 to .72.

Notes

Associated Lab(s) / Group(s): Project LISTEN

Associated Project(s): Project LISTEN's Reading Tutor

Text Reference

Jack Mostow, Gregory Aist, J. Bey, Paul Burkhead, Andrew Cuneo, Brian Junker, Susan M. Rossbach, Brian Tobin, J. Valeri, and S. Wilson, "Independent practice versus computer-guided oral reading: Equal-time comparison of sustained silent reading to an automated reading tutor that listens," Ninth Annual Meeting of the Society for the Scientific Study of Reading, June, 2002.

BibTeX Reference

@inproceedings{Mostow_2002_4069,
   author = "Jack Mostow and Gregory Aist and J. Bey and Paul Burkhead and Andrew Cuneo and Brian Junker and Susan M Rossbach and Brian Tobin and J. Valeri and S. Wilson",
   title = "Independent practice versus computer-guided oral reading: Equal-time comparison of sustained silent reading to an automated reading tutor that listens",
   booktitle = "Ninth Annual Meeting of the Society for the Scientific Study of Reading",
   month = "June",
   year = "2002",
}

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