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Identifying reading fluency in pupils with and without dyslexia using a machine learning model on texts assessed with a readability application
ID Žabkar, Jure (Author), ID Urankar, Tajda (Author), ID Javornik, Karmen (Author), ID Košak Babuder, Milena (Author)

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Abstract
Measurement of readability is an important tool for assessing reading disorders such as dyslexia. Among the screening procedures for dyslexia is the reading fluency test, which is defined as the ability to read with speed, accuracy and proper expression. The reading fluency test often consists of a sequence of unrelated written texts ranging from simple short sentences to more difficult and longer paragraphs. In psychological testing instruments, subjective text assessment is often replaced by objective readability formulas, e.g., the Automated Readability Index. Readability formulas extract multiple features from a given text and output a score indicating the difficulty of the text. The aim of the present study is to build a machine learning model that discriminates between pupils identified with dyslexia and a control group without dyslexia based on fluency in oral reading of texts assessed with a readability application developed within the project For the Quality of Slovenian Textbooks. We focus on differentiation between both groups of pupils by analysing data obtained from transcriptions of audio recordings of oral reading. The empirical study was conducted with 27 pupils aged 8 and 9 with officially diagnosed dyslexia and a control group without identified dyslexia.

Language:English
Keywords:dyslexia, readability application, reading fluency, machine learning
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:FRI - Faculty of Computer and Information Science
PEF - Faculty of Education
Publication status:Published
Publication version:Version of Record
Year:2023
Number of pages:Str. 233-256
Numbering:Vol. 13, no. 4
PID:20.500.12556/RUL-154176 This link opens in a new window
UDC:004.8:616.89-008.434.5
ISSN on article:1855-9719
DOI:10.26529/cepsj.1367 This link opens in a new window
COBISS.SI-ID:151789315 This link opens in a new window
Copyright:
Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://www.cepsj.si/index.php/cepsj/about). (Datum opombe 30. 1. 2024)
Note:
V članku je za projekt "For the Quality of Slovenian Textbooks" naveden tudi slovenski naslov "Za kakovost slovenskih učbenikov".
Publication date in RUL:30.01.2024
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Downloads:26
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Record is a part of a journal

Title:CEPS journal : Center for Educational Policy Studies journal = revija Centra za študij edukacijskih strategij
Publisher:Pedagoška fakulteta, Univerza v Ljubljani
ISSN:1855-9719
COBISS.SI-ID:252707584 This link opens in a new window

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

Language:Slovenian
Title:Prepoznavanje tekočnosti branja pri učencih z disleksijo in brez nje z uporabo modela strojnega učenja na besedilih, ocenjenih z aplikacijo za berljivost
Abstract:
Merjenje berljivosti je pomembno orodje za ocenjevanje motenj branja, kot je disleksija. Med presejalnimi postopki za disleksijo je tudi preizkus tekočnosti branja. Tekočnost branja je opredeljena kot sposobnost hitrega in natančnega branja ter pravilnega izražanja. Preizkus tekočnosti branja je pogosto sestavljen iz zaporedja nepovezanih zapisanih besedil, od preprostih kratkih povedi do zahtevnejših in daljših odstavkov. V psiholoških testih subjektivno ocenjevanje besedil pogosto nadomeščajo objektivne formule berljivosti, npr. avtomatski indeks berljivosti (Automated Readability Index). Formule za berljivost iz danega besedila izluščijo več značilnosti in izpišejo oceno, ki označuje težavnost besedila. Cilj te raziskave je zgraditi model strojnega učenja, ki bo na podlagi tekočnosti ustnega/glasnega branja besedil, ocenjenih z aplikacijo za ocenjevanje berljivosti, razvite v okviru projekta Za kakovost slovenskih učbenikov (KaUč), razlikoval med učenci, pri katerih je bila ugotovljena disleksija, in kontrolno skupino učencev brez disleksije. Pri tem se osredinjamo na razlikovanje med obema skupinama učencev z analizo podatkov, pridobljenih s transkripcijami zvočnih posnetkov ustnega/glasnega branja. V empirični raziskavi je sodelovalo 27 učencev, starih 8 in 9 let, s potrjeno disleksijo in kontrolna skupina brez ugotovljene disleksije.

Keywords:disleksija, bralna aplikacija, tekočnost branja, strojno učenje, aplikacija za berljivost

Projects

Funder:Other - Other funder or multiple funders
Funding programme:Republic of Slovenia
Name:For the Quality of Slovenian Textbooks

Funder:EC - European Commission
Funding programme:European Social Fund
Name:For the Quality of Slovenian Textbooks

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