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Algorithmic Generation and Mobile Di...

Hill, Jennifer Rose.

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Algorithmic Generation and Mobile Distribution of Phonetic, Orthographic, and Inference-Based Literacy Exercises for Adult Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Algorithmic Generation and Mobile Distribution of Phonetic, Orthographic, and Inference-Based Literacy Exercises for Adult Learners./
作者:	Hill, Jennifer Rose.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	150 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742913
ISBN:	9780355604566

Algorithmic Generation and Mobile Distribution of Phonetic, Orthographic, and Inference-Based Literacy Exercises for Adult Learners.
Hill, Jennifer Rose.

Algorithmic Generation and Mobile Distribution of Phonetic, Orthographic, and Inference-Based Literacy Exercises for Adult Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 150 p.

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)--The George Washington University, 2018.

A 2014 study found that more than half of all Americans aged 16-74 do not possess the literacy skills needed to adequately cope with the demands of day-to-day life, with over 13 million people in the United States alone considered to be functionally illiterate. There have been numerous efforts to address these high illiteracy rates by way of Adult Basic Education programs; however, such programs are consistently underfunded and plagued with high drop-out rates, as many students struggle to consistently attend classes due to lack of transportation, uncontrollable family circumstances, or conflicting employment hours. At the same time, smartphones are becoming ever more ubiquitous, signifying an opportunity for mobile educational software to address many of these difficulties.

ISBN: 9780355604566Subjects--Topical Terms:

517670
Educational technology.

Algorithmic Generation and Mobile Distribution of Phonetic, Orthographic, and Inference-Based Literacy Exercises for Adult Learners.
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520 $a A 2014 study found that more than half of all Americans aged 16-74 do not possess the literacy skills needed to adequately cope with the demands of day-to-day life, with over 13 million people in the United States alone considered to be functionally illiterate. There have been numerous efforts to address these high illiteracy rates by way of Adult Basic Education programs; however, such programs are consistently underfunded and plagued with high drop-out rates, as many students struggle to consistently attend classes due to lack of transportation, uncontrollable family circumstances, or conflicting employment hours. At the same time, smartphones are becoming ever more ubiquitous, signifying an opportunity for mobile educational software to address many of these difficulties.
520 $a This thesis describes the creation of a software system to allow students in such programs to continue their learning outside the classroom. This project, known as CAPITAL (Comprehension and Pronunciation Instructional Tools for Adult Learners), involves three core components. The first is a system for algorithmically generating questions to thoroughly cover the different microskills of alphabetic literacy, the beginner level of reading. This system is capable of generating materials for testing every facet of phonological awareness, phonemic awareness, decoding, and encoding, customized to accommodate any desired skill progression. Second is a system for algorithmically generating questions for reading comprehension at the intermediate reading level that specifically target the reader's ability to draw inferences and monitor their own comprehension. The final component is a mobile-learning application, carefully designed for ease of use by adults with below-average literacy, through which students receive these generated learning materials. Trial studies were conducted with literacy providers in the Washington D.C. area to seek feedback from both teachers and students.
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