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Dynamic functional brain network connectivity during pseudoword processing relates to children’s reading skill
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COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains ...
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DEVELOPING THE CRITICAL READING SKILLS OF ESL STUDENTS THROUGH SHORT STORIES IN SECONDARY SCHOOLS ...
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DEVELOPING THE CRITICAL READING SKILLS OF ESL STUDENTS THROUGH SHORT STORIES IN SECONDARY SCHOOLS ...
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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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Current & Future Research Directions in Singapore Mandarin ...
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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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Developing an intensive reading material for EFL students: a final product
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 259-275 (2022) (2022)
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Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
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Abstract:
Storybook reading accompanied by adult-guided conversation provides a stimulating context for children's language development. Conversational agents powered by artificial intelligence, such as smart speakers, are prevalent in children's homes and have the potential to engage children in storybook reading as language partners. However, little research has explored the effectiveness of using conversational agents to support children's language development. This study examined how an automated conversational agent can read stories to children via a smart speaker while asking questions and providing contingent feedback. Using a randomized experiment among 90 children aged three to six years, this study compared these children's story comprehension and verbal engagement in storybook reading with a conversational agent versus an adult. The conversational agent's guided conversation was found to be as supportive in improving children's story comprehension as that provided by an adult language partner. At the same time, this study uncovered a number of differences in children's verbal engagement when interacting with a conversational agent versus with an adult. Specifically, children who read with the conversational agent responded to questions with better intelligibility, whereas those who read with an adult responded to questions with higher productivity, lexical diversity, and topical relevance. And the two groups responded to questions with a similar level of accuracy. In addition, questions requiring high cognitive demand amplified the differences in of verbal engagement between the conversational agent and adult partner. The study offers important implications for developing and researching conversational agent systems to support children's language development.
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Keyword:
Communication; Conversational agents; Curriculum and Pedagogy; Education; Education Systems; Language development; Specialist Studies in Education; Storybook reading; Young children
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URL: https://escholarship.org/uc/item/7544r8x5
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The dynamics of morphological processing in developing readers: A cross-linguistic masked priming study
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal-amu.archives-ouvertes.fr/hal-03190528 ; Journal of Experimental Child Psychology, Elsevier, 2021, 208, pp.105140. ⟨10.1016/j.jecp.2021.105140⟩ (2021)
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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
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Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ...
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Social isolation and vocabulary development: Insights from families with varying SES in Saudi Arabia ...
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Основы методики взаимосвязанного развития умений чтения и говорения (5-6 класс) ... : Basics of the methodology for the interrelated development of reading and speech skills (grades 5-6) ...
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Phonological and orthographic parafoveal processing during silent reading in Russian children and adults ...
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch ...
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Children's processing of written irony: An eye-tracking study ...
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