利用文本生成型人工智能创建口语阅读流畅性探究题

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2024-03-13 DOI:10.1177/10534512241235896

MacKenzie D. Sidwell, Landon W. Bonner, Kayla Bates-Brantley, Shengtian Wu

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引用次数: 0

摘要

口语阅读流利性探究对于阅读评估、干预和进度监测至关重要。由于选择口语阅读流利度探究题的选项有限，因此利用所有可用资源（如 ChatGPT 等生成式人工智能）来创建口语阅读流利度探究题非常重要。本文旨在介绍如何通过 ChatGPT 使用人工智能来创建可与口语阅读流利性测试相媲美的定制化阅读段落。通过对可读性的估计，ChatGPT 生成的段落可以为特定年级的学生量身定制，这与目前出版商为市场设计口语阅读流利性测试的方式类似。ChatGPT 生成段落的意义在于，研究人员和从业人员都可以利用 ChatGPT 创建数量看似无限的阅读段落，这些段落可以根据学习者的技能水平和兴趣量身定制，既可以作为干预材料，也可以作为潜在的评估材料，同时还能减少成本和时间投入。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Utilizing Text-Generative AI for Creating Oral Reading Fluency Probes

Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative AI like ChatGPT to create oral reading fluency probes. The purpose of this article is to describe how to use AI through ChatGPT to create customizable reading passages comparable with that of oral reading fluency probes. Using readability estimates, the ChatGPT-generated passages can be tailored to suit for specific grade levels, similar to how current publishers design oral reading fluency probes for the market. The implication of ChatGPT-generated passages is that researchers and practitioners alike could use ChatGPT to be able to create a seemingly unlimited amount of reading passages tailored to the skill level and interests of the learner for intervention material and potentially assessment material, while reducing cost and time investment.

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.