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Owen Henkel; Hannah Horne-Robinson; Libby Hills; Bill Roberts; Josh McGrane – International Journal of Artificial Intelligence in Education, 2025
This paper reports on a set of three recent experiments utilizing large-scale speech models to assess the oral reading fluency (ORF) of students in Ghana. While ORF is a well-established measure of foundational literacy, assessing it typically requires one-on-one sessions between a student and a trained rater, a process that is time-consuming and…
Descriptors: Foreign Countries, Oral Reading, Reading Fluency, Literacy
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Sun-Joo Cho; Amanda Goodwin; Matthew Naveiras; Jorge Salas – Journal of Educational Measurement, 2024
Despite the growing interest in incorporating response time data into item response models, there has been a lack of research investigating how the effect of speed on the probability of a correct response varies across different groups (e.g., experimental conditions) for various items (i.e., differential response time item analysis). Furthermore,…
Descriptors: Item Response Theory, Reaction Time, Models, Accuracy
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Sun-Joo Cho; Amanda Goodwin; Matthew Naveiras; Jorge Salas – Grantee Submission, 2024
Despite the growing interest in incorporating response time data into item response models, there has been a lack of research investigating how the effect of speed on the probability of a correct response varies across different groups (e.g., experimental conditions) for various items (i.e., differential response time item analysis). Furthermore,…
Descriptors: Item Response Theory, Reaction Time, Models, Accuracy
Alyssa Vuogan – ProQuest LLC, 2024
Second language (L2) writing has been determined to be influenced by what is read, with language learners tending to borrow words and short phrases from input texts while writing (e.g., Wang & Wang, 2015). This phenomenon is referred to as lexical alignment. Only one empirical study has investigated the influence that the linguistic complexity…
Descriptors: Writing Instruction, Second Language Instruction, Second Language Learning, Individual Differences