An ASR-Based Tutor for Learning to Read: How to Optimize Feedback to First Graders

Abstract

The interest in employing automatic speech recognition (ASR) in applications for reading practice has been growing in recent years. In a previous study, we presented an ASR-based Dutch reading tutor application that was developed to provide instantaneous feedback to first-graders learning to read. We saw that ASR has potential at this stage of the reading process, as the results suggested that pupils made progress in reading accuracy and fluency by using the software. In the current study, we used children's speech from an existing corpus (JAS-MIN) to develop two new ASR systems, and compared the results to those of the previous study. We analyze correct/incorrect classification of the ASR systems using human transcripts at word level, by means of evaluation measures such as Cohen's Kappa, Matthews Correlation Coefficient (MCC), precision, recall and F-measures. We observe improvements for the newly developed ASR systems regarding the agreement with human-based judgment and correct rejection (CR). The accuracy of the ASR systems varies for different reading tasks and word types. Our results suggest that, in the current configuration, it is difficult to classify isolated words. We discuss these results, possible ways to improve our systems and avenues for future research.

The Effects of Implicit and Explicit Feedback in an ASR-based Reading Tutor for Dutch First-graders

“…In [8], the first version of this Dutch RT was presented. We optimized the thresholds to improve the agreement between the systems evaluations and teacher judgments [9,14] and developed ASR models for child speech [15].…”