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ISCA International Workshop on Speech and Language Technology in Education (SLaTE 2011)Venice, Italy |
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ISCA International Workshop on Speech and Language Technology in Education (SLaTE 2011)Venice, Italy |
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Reading and writing are core competencies of any society. In
Germany, international and national comparative studies such
as PISA (Programme for International Student Assessment)
or PIRLS (Progress in International Reading Literacy Study
- IGLU in German) have shown that around 25% of German
school children do not reach the minimal competence level necessary
to function effectively in society by the age of 15. In
order to teach writing to school children more effectively, a detailed
analysis of their spelling errors can help in deriving individually
tuned exercises. The work presented here forms the
basis for frequently repeatable diagnosis and automatic error
profiling on freely written text. We perform an automatic analysis
on transcribed children’s texts, whereas the orthographically
correct target is already known. The algorithm is able to identify
25 different types of errors defined by educators without manual
intervention. The errors found were checked by the authors who
agree with the completeness and correctness of the classified errors.
The capability to automatically analyze spelling errors has
not been achieved for the German language until now and the
work presented here opens new perspectives on large scale data
analysis about the development of written language in children
that has previously not been possible for the German language.
Index Terms. Spelling Errors, German Language, Spelling Diagnosis,
Children, Tutoring, Education
Bibliographic reference. Berkling, Kay / Fay, Johanna / Stüker, Sebastian (2011): "Speech technology-based framework for quantitative analysis of German spelling errors in freely composed children’s texts", In SLaTE-2011, 65-68.