比較人工報讀與電腦語音報讀對國小學習障礙學生閱讀理解表現之成效研究

Abstract

運用學習障礙學生的評量調整與電腦語音報讀科技軟體相結合，以研究人工報讀和電腦語音報讀對國小學習障礙學生閱讀理解的影響，盼能在教學實踐中發揮實質作用，從而創造出一個對師生都有益的評量方式。本研究旨在探討人工報讀與電腦語音報讀對國小五年級學習障礙學生國語閱讀理解的成效。研究對象為某國小五年級三名識字型學習障礙學生，採取單一受試研究設計中的交替處理設計(ATD)。研究工具使用自編南一版國小五年級課文之閱讀理解評量，所得評量之分數資料以使用視覺分析、C統計考驗及效果值探討閱讀理解表現之成效。本研究獲得下列幾項結論： 1.人工報讀與電腦語音報讀皆有助於提升閱讀理解評量。 2.兩種報讀策略相較之下，人工報讀優於電腦語音報讀。 3.本研究使用的Microsoft Word語音報讀系統並非適合所有學生、情境或題型，盼未來能發展出更佳的電腦語音報讀軟體。

Combining assessment adjustments for students with learning disabilities with computer speech synthesis technology, this study investigates the impact of manual reading aloud and computer-generated speech reading aloud on reading comprehension among elementary school students. The aim is to have practical implications in teaching and create a beneficial assessment method for both teachers and students. The study focuses on exploring the effectiveness of manual reading aloud and computer-generated speech reading aloud on Mandarin reading comprehension for fifth-grade students with dyslexia in a specific elementary school. Three fifth-grade students with dyslexia were selected as participants, utilizing an alternating treatments design (ATD) within a single-subject research design. The research employed a self-compiled reading comprehension test based on the fifth-grade curriculum from Nan Yi Publisher, utilizing visual analysis, C-statistics tests, and effect size exploration to assess reading comprehension performance.The following conclusions were approved through this study:1. Both manual reading and computer-generated speech reading aloud could improve the immediate effect of reading comprehension assessment.2. Comparing the two registration strategies, manual reading aloud was better than computer-generated speech reading aloud in this study.3. The speech synthesis system in Microsoft Word was used in this study may not be suitable for all students, contexts, or question types, suggesting the need for the development of better computer speech synthesis software in the future.