Automated Speech Recognition in Reading Development

This technical report investigates the impact of automated speech recognition (ASR) technology on the reading development of young English language learners. The study involved thirty-six learners aged between 6 and 12 years who practiced with The Reading Tutor, a software that utilizes speech recognition to provide feedback on oral reading. The research employed a crossover design, allowing two subgroups to use the software for 3.5 months each, with assessments measuring gains in oral reading fluency and grade level materials mastered. Results indicated that both groups achieved significant improvements in fluency, with some evidence suggesting that gains were slightly higher when using the software compared to traditional classroom instruction. The report discusses the potential of integrating technology into literacy instruction, particularly for learners facing challenges in acquiring English literacy due to diverse language backgrounds. It emphasizes the need for further efficacy studies to explore the effectiveness of ASR tools in educational settings.