PC Assisted Language Learning CALL for Dyslexic Students

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PC Helped Dialect Learning (CALL) for Dyslexic Understudies. Cara N. Greene National Community for Dialect Innovation (NCLT) Dublin City College (DCU), Ireland. Chief: Prof. Josef van Genabith ICCHP Primary Meeting College of Linz, Austria, 12.07.06. Presentation Design.

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PC Assisted Language Learning (CALL) for Dyslexic Students Cara N. Greene National Center for Language Technology (NCLT) Dublin City University (DCU), Ireland. Director: Prof. Josef van Genabith ICCHP Main Conference University of Linz, Austria, 12.07.06

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Presentation Layout Research Overview Research Methodology Colpaert's RBRO Model Analysis Phase Findings Design Phase Findings Conclusions

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Research Overview

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CALL Coputer-Assisted Language Learning (CALL) programming is dialect learning programming (e.g., electronic, CD-ROM) that has lessons and activities outlined and created for the specific needs of an objective gathering Tutor or Tool (Levy 1997) L2 obtaining, L1?

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Dyslexia "The word dyslexia is gotten from the Greek "dys" (which means poor or lacking) and "lexis" (words or dialect). The word dyslexia hence signifies 'trouble with words'. Dyslexia shows itself as a trouble in perusing, in composing and spelling and communicating your contemplations on paper. It can influence memory and focus, and now and again maths, music, remote dialects and self-association." (Hornsby 1995)

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Motivation Dyslexia in Ireland (8%) Support in grade schools Less support in auxiliary schools Teaching background Lack of age-suitable materials for young dyslexic understudies

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State of the Art General-reason ICT instruments Word processors, PowerPoint and so forth. Content to-Speech (Kurzweil Ed. Frameworks 2005) Speech Recognition Dragon Naturally Speaking (Scansoft 2005)

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Research Questions How would we be able to address this absence of proceeding with support for auxiliary school dyslexic understudies? What sorts of CALL materials & innovation are required & are suitable for sending with dyslexic young people in the Irish Ed. Framework? In what capacity can age-suitable CALL courseware be effectively sent to take into account the necessities and objectives of dyslexic understudies and their educators?

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Research Methodology

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Design And Methodologies Design Web Accessibility Initiative (WAI) & Web Content Accessibility Guidelines (WCAG - W3C 1999) Human-Computer Interaction (Rainger 2003) Dyslexia plan rules (ADO 2005) Interface outline for dyslexic individuals (Dickinson et al. 2003) CALL Methodologies Chapelle (1995), Hubbard (1996), Levy (1999b) Colpaert's RBRO Model (2004) ADDIE Model

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Colpaert's RBRO Model

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Colpaert's RBRO Design Model Adapted from Figure 4.1 Language Courseware Engineering Loop (Colpaert 2004)

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Analysis Phase Findings

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Analysis Phase Findings Evaluation of existing ICT and CALL courseware and investigate here Needs examination Matching CALL functionalities against dyslexic learner needs Dyslexia preparing Curriculum examination utilizing Computational Linguistics (CL) innovation GLTD lattice (Colpaert 2004)

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Needs Analysis Teaching knowledge Literature survey CALL, CAL, Dyslexia, Special Needs, HCI, Interface Design, government arrangement, perusing stages & strategies Collaboration with the DAI & preparing Teachers & understudies Qualitative polls Key elements for dyslexia-accommodating materials

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Needs Analysis - Dyslexia Neurologically-based (IDA 2002) Most regular learning inability 8% of the Irish populace (Skoool.ie*) Boys to young ladies proportion of 2:1 (Hornsby 1995) Language regions - Richards et al. (1999), Serafini et al. (2000) Dyslexia as a distinction in perception & learning (Singleton 2000) * source: http://www.skoool.ie

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Surveys and Collaboration 11 15 5 32

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Survey Findings Lack of age-fitting programming Word handling, content to-discourse, summarisation, voice-record Web-based condition Teacher get to Multi-modular capacity Authentic writings

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Feature Who Why CALL? Show message in edible pieces 85% of learning backing (LS) instructors Short term memory and sequencing troubles Dyslexia-centered outline and format Pictures, sound, video, TTS frameworks 96% of understudies & 100% of LS educators Poor image sound meaning,grapheme – phoneme connecting Multi-modular exercises (sound & video) Manipulate content like word processor 95% of LS educators & 93% mentors Defective fine engine skills,energy Mind delineate, &drag abilities Language tests & amusements 100% of understudies, 90% LS educators, 100% guides Thinking in pictures, ADD, fixation Color, illustrations, kinaesthetic elements Manual content summarisation 73% of dyslexia coaches Organization, STM, thinking in pictures Multi-modular capacities Automatic content summarisation 26% of dyslexia mentors Organization, STM, thinking in pictures Multi-modular abilities Authentic writings 93% of guides Need genuine writings Exam materials Memory recreations 46% of coaches STM, sequencing Multi-modular diversions

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Design Phase Findings

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Colpaert's RBRO Design Model Adapted from Figure 4.1 Language Courseware Engineering Loop (Colpaert 2004)

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Design Conceptualisation From issues in Analysis Phase to arrangements in Design Phase Specification Front-end and back-end Prototyping

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Design: System Description Web-based condition Dyslexia-accommodating plan ( ADO 2005) Teenage learners School work/pastimes Modules Comprehension Vocabulary Newsgroup & pinboard

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Comprehension Module Age-suitable real messages Curriculum writings/exam papers – history Levels of decipherability - l evels signified by dyslexia instructors/coaches Teenage themes Audio, representation, video, voice-record, summarisation Talking Dictionary 8 (2005), Logox Webspeech (2003), Copernic summariser (2005) Linguistic investigation of troublesome words inside writings Morphology – prefixes, postfixes Length of words

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Design Flow Diagrams Front-end configuration stream graph Back-end configuration stream chart

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Future Work

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Implementation (Deployment) Secondary school understudies & educators Students & mentors from the DAI In the DAI and at home Control bunches One gathering utilizing, others not Comparison of results Confidential correlation betw' the gatherings

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Evaluation Formative assessment Prototyping stage Summative assessment 2 executions & summative assessments Full framework usage & summative assessment Quantitative & Qualitative assessment

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Conclusions Research review Design and philosophies Colpaert's RBRO demonstrate Analysis Phase comes about Design Phase comes about Web-based educational programs centered programming Authentic writings

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References (1) ADO (2005) http://www.adultdyslexia.org/index.php?id=36 Chapelle , C. A. (1995) A structure for the examination of CALL as a setting for SLA. CAELL Journal, 6(3), 2-8. Colpaert, J. (2004) Design of Online Interactive Language Courseware: Conceptualization, Specification and Prototyping. Investigate into the effect of phonetic instructional usefulness on programming design. Doctoral thesis. College of Antwerp, Belgium Dickinson et al. (2003) Ongoing examination of the routes in which a portion of the issues experienced by some dyslexics can be eased utilizing PC methods . Scotland: University of Dundee. Mythical serpent Naturally Speaking (2005) http://www.scansoft.com Elkind, Jerome; Cohen, Karen; Murray, Carol. (1993) Using Computer-Based Readers to Improve Reading Comprehension of Students with Dyslexia. Archives of Dyslexia , v43 Hornsby, B. (1995) Overcoming Dyslexia, The Alden Press: Oxford, England. Hubbard, P. (1996) Elements of CALL Methodology: Development, Evaluation, and Implementation , The Power of CALL, Houston. Kurzweil (2005) http://www.kurzweiledu.com/

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References (2) Levy, M. (1997) Computer-Assisted Language Learning . Clarendon Press: Oxford, England Levy, M. (1999b) Design forms in CALL: Integrating hypothesis, research and assessment. In Keith Cameron, proofreader, Computer-Assisted Language Learning. Swets & Zeitlinger, Lisse. Richards, T., Dager, S., Corina, D., Serafini, S., Heide, A., Steury, K., Strauss, W., Hayes, C., Abbott, R., Craft, S., Shaw, D., Posse, S., Berninger, V., 1999. Dyslexic Children Have Abnormal Brain Lactate Response to Reading-Related Language Tasks . American Journal of Neuroradiology, 20: 1393 - 1398. Serafini S , Steury K, Richards T, D, Abbott R, SR, Berninger V, Comparison of fMRI and PEPSI amid dialect handling in youngsters, Magn Reson Med 45, 217-225, 2001. Singleton, C. (2000) Understanding Dyslexia. Accessible from: http://www.portobello.edin.sch.uk/LSSN/LSSN2.html Talking Dictionary 8 (2005) www.download.com W3C (1999) http://www.w3.org/TR/WAI-WEBCONTENT/

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Thank you Cara Greene cgreene@computing.dcu.ie