Artificial Intelligence as a Reading Tool for Students with Dyslexia: an Initial Study
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73632814" target="_blank" >RIV/61989592:15410/25:73632814 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/61989100:27620/25:10260344
Výsledek na webu
<a href="https://zhanibekov.edu.kz/media/register/content/category/files/carec_%D0%B6%D0%B8%D0%BD%D0%B0%D2%9B_1_compressed.pdf" target="_blank" >https://zhanibekov.edu.kz/media/register/content/category/files/carec_%D0%B6%D0%B8%D0%BD%D0%B0%D2%9B_1_compressed.pdf</a>
DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Artificial Intelligence as a Reading Tool for Students with Dyslexia: an Initial Study
Popis výsledku v původním jazyce
Artificial intelligence (AI), particularly automatic speech recognition (ASR), has shown promise as a tool to support literacy development, especially for children with reading difficulties such as dyslexia. This study presents a case analysis of an ASR-based reading monitoring system applied to a third-grade student in the Czech Republic. During the experiment, the student read aloud while the system transcribed the speech, and detected errors were compared with human assessment by an experienced teacher. The results revealed that the AI successfully identified the majority of misread words, achieving detection accuracy comparable to the teacher. While the findings are preliminary, they suggest that AI has substantial potential to enhance reading instruction and support individualized learning.
Název v anglickém jazyce
Artificial Intelligence as a Reading Tool for Students with Dyslexia: an Initial Study
Popis výsledku anglicky
Artificial intelligence (AI), particularly automatic speech recognition (ASR), has shown promise as a tool to support literacy development, especially for children with reading difficulties such as dyslexia. This study presents a case analysis of an ASR-based reading monitoring system applied to a third-grade student in the Czech Republic. During the experiment, the student read aloud while the system transcribed the speech, and detected errors were compared with human assessment by an experienced teacher. The results revealed that the AI successfully identified the majority of misread words, achieving detection accuracy comparable to the teacher. While the findings are preliminary, they suggest that AI has substantial potential to enhance reading instruction and support individualized learning.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50302 - Education, special (to gifted persons, those with learning disabilities)
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
PROCEEDINGS OF THE INTERNATIONAL SCIENTIFIC CONFERENCE “HARNESSING ARTIFICIAL INTELLIGENCE FOR INCLUSIVE EDUCATION: A SCALABLE MODEL FOR THE CAREC REGION”
ISBN
978-601-7968-61-8
ISSN
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e-ISSN
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Počet stran výsledku
4
Strana od-do
92-95
Název nakladatele
South Kazakhstan Pedagogical University named after Ozbekali Zhanibekov
Místo vydání
Shymkent
Místo konání akce
Shymkent
Datum konání akce
21. 10. 2025
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
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