Third European Conference on Speech Communication and Technology

Berlin, Germany
September 22-25, 1993


Speech Recognition Applied to Reading Assistance for Children: A Baseline Language Model

Alexander G. Hauptmann (1), Lin L. Chase (2), Jack Mostow (1)

(1) Project LISTEN, Carnegie Mellon University. Pittsburgh, PA. USA
(2) Carnegie Mellon University and Hughes Research Laboratories, Malibu, CA, USA

We describe an approach to using speech recognition in assisting children's reading. A state-of-the-art speaker independent continuous speech recognizer designed for large vocabulary dictation is adapted to the task of identifying substitutions and omissions in a known text. A baseline language model for this new task is detailed and evaluated against a corpus of children reading graded passages. We ;ire able to identify words missed by a reader with an average false positive rate of 39 % ;and a corresponding false negative rate of 37 %. These preliminary results ;ire encouraging for our long-term goal of providing automated coaching for children learning to read.

Keywords: Speech recognition, language modeling, children's reading

Full Paper

Bibliographic reference.  Hauptmann, Alexander G. / Chase, Lin L. / Mostow, Jack (1993): "Speech recognition applied to reading assistance for children: a baseline language model", In EUROSPEECH'93, 2255-2258.