2. Carnegie Mellon How does the amount of context in which words are practiced affect fluency growth? Experimental results Jack Mostow, Jessica Nelson, Martin Kantorzyk, Donna Gates, and Joe Valeri Project LISTEN www.cs.cmu.edu/~listen Carnegie Mellon University 1 This work was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A080628 to Carnegie Mellon University. The opinions expressed are those of the authors and do not necessarily represent the views of the Institute or U.S. Department of Education.

3. Carnegie Mellon Connected text builds fluency better than reading isolated words. Why? – which reading processes transfer to new text? 2 ContextProcesses enabled IsolationDecoding, word recognition BigramParafoveal lookahead at 2 nd word PhraseSyntactic parsing SentenceIntra-sentential comprehension

4. Carnegie Mellon Within-subject, within-story experiment design Before story, preview 5 hardest new words Preview = 1. Tutor shows; 2. Child reads; 3. Tutor reads. Hardest = longest (# letters) New = word root not seen before in Reading Tutor Independent variable: amount of context No-exposure control; isolation; bigram; phrase; sentence Randomize assignment of word to treatment and order Outcome: first encounter of word in story Help = whether child clicks on word to hear it or a hint Latency = pause before word Production = time to say word 3

5. Carnegie Mellon (Simulated) example (starring you!) 4

6. Carnegie Mellon Instructions 5

7. Carnegie Mellon Preview in isolation 6 Answers

8. Carnegie Mellon Preview in sentence 7 white

9. Carnegie Mellon Preview in phrase 8 bell

10. Carnegie Mellon Preview in bigram 9 pulled

11. Carnegie Mellon Read story (yes, you!) 10

12. Carnegie Mellon Outcome = encounter word in story 11

13. Carnegie Mellon 12 Outcome = encounter word in story

14. Carnegie Mellon 13 Outcome = encounter word in story

15. Carnegie Mellon 14 Outcome = encounter word in story

16. Carnegie Mellon Summary of 5 trials in example TreatmentPreview word before storyRead word in story context Control[no preview]Will NOBODY answer this bell? IsolationAnswersWill NOBODY answer this bell? BigramHe pulledI have pulled day and night. PhraseAs soon as the bell ringsWill NOBODY answer this bell? SentenceGet your free white paper today.Till my hair has grown white, 15

17. Carnegie Mellon Analysis of 3958 completed trials (112 2 nd and 3 rd graders, 332 distinct target words) Outcome measures % accepted by ASR as read correctly % child clicked for help % latency > 10 ms | accepted without help Log latency per letter if > 10 ms Log production time per letter Predictors in linear mixed effects regressions Treatment (fixed) Word (random) Child (random) Time (7 to 1274 seconds) since preview (fixed) 16

18. Carnegie Mellon Results from 3958 completed trials (112 2 nd and 3 rd graders, 332 distinct target words) Outcome measures % accepted by ASR as read correctly % child clicked for help % latency > 10 ms | accepted without help Log latency per letter if > 10 ms Log production time per letter Predictors in linear mixed effects regressions Treatment (fixed) Word (random) Child (random) Time (7 to 1274 seconds) since preview (fixed) 17 : n.s. (98-99%) : bigram, phrase?, sentence : n.s. : lower for phrase

19. Carnegie Mellon % child clicked for help 18 Preview in phrase or sentence reduced help requests at first encounter in story

20. Carnegie Mellon % latency > 10 ms when no help 19 Preview in bigram, phrase, or sentence reduced likelihood of hesitations …

21. Carnegie Mellon Latency per letter when > 10 ms 20 … but preview was n.s. for hesitation duration

22. Carnegie Mellon Conclusions for 1 st encounter of “hard” word in story: 1.Preview in phrase or sentence reduced help requests. 2.Preview in bigram, phrase, or sentence reduced hesitations 3.… but not their duration. Rosow Hypothesis: if retrieval fails, just decode. 21

23. Carnegie Mellon Questions? 22