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RI | Publications | Improving the Help Selection Policy in a Reading Tutor that Listens
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Improving the Help Selection Policy in a Reading Tutor that Listens
C. Heiner, J.E. Beck, and J. Mostow
Proceedings of the InSTIL/ICALL Symposium on NLP and Speech Technologies in
Advanced Language Learning Systems, June, 2004, pp. 195 - 198.
Jump to: Download | Abstract | Notes | Text Reference | BibTeX Reference
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| Abstract |
What type of oral reading assistance is most effective for a given student on a given word? We analyze 189,039 randomized trials of a within-subject experiment to compare the effects of several types of help in the 2002-2003 version of Project LISTEN's Reading Tutor. The independent variable is the type of help given on a word. The outcome variable is the student?s performance at the next encounter of that word, as measured by automatic speech recognition. Training a help selection policy sensitive to student or word level improves this outcome by a projected 4% - a substantial effect for picking a single better intervention.
| Notes |
Associated lab/group: Project LISTEN
Associated project: Project LISTEN's Reading Tutor
Number of pages: 4
| Text Reference |
C. Heiner, J.E. Beck, and J. Mostow, "Improving the Help Selection Policy in a Reading Tutor that Listens," Proceedings of the InSTIL/ICALL Symposium on NLP and Speech Technologies in Advanced Language Learning Systems, June, 2004, pp. 195 - 198.
| BibTeX Reference |
@inproceedings{Heiner_2004_4998,
author = "Cecily Heiner and Joseph E Beck and Jack Mostow",
title = "Improving the Help Selection Policy in a Reading Tutor that Listens",
booktitle = "Proceedings of the InSTIL/ICALL Symposium on NLP and Speech Technologies in
Advanced Language Learning Systems",
month = "June",
year = "2004",
pages = "195 - 198"
}