Informed by sociocultural and systems theory tenets, this study used ethnographic research methods to examine the feasibility of using speech recognition (SR) technology to support struggling readers in an early elementary classroom setting. Observations of eight first graders were conducted as they participated in a structured SR-supported writing center four days a week for five months. Participant observation, field notes, transcripts of audio and video recordings, and student artifacts (classroom worksheets, SR screenshots, and writing center compositions) were used to document students’ use of SR as they wrote assigned compositions. Data analysis was recursive and ongoing. Constant comparison of in actu theoretical notes was used to form provisional patterns and develop and refine hypotheses. Triangulation of data sets, triangulation of informants, and negative case analyses were used to (dis)confirm hypotheses. Findings indicate that using SR was supportive of these struggling readers. Previous concepts of SR as an isolated entity and of the Language Experience Approach as cumbersome and reifying teacher hegemony are examined. Graphosemantic awareness, new literacies, and the possibilities for supporting struggling readers of all ages across expansive geographies are discussed. Finally, child safety, tensions between student independence and lost opportunities for teacher metacognitive modeling, questions about encoding as a viable or antiquated skill, and the need for additional research conducted in classroom settings to grasp sociocultural insights are discussed.

Chinese

本研究建基于社会文化和系统理论原则,采用民族志研究方法,考查在小学低年级教室中,利用语音识别技术支援有阅读困难的学生的可行性。八名一年级学生,在参加一个为期五个月每周四天的结构严谨的语音识别技术支援写作中心时,接受研究者的观察。研究资料包括参与式观察、现场笔记、音频和视频记录文字本和学生习作件(教室工作纸、语音识别截图、在写作中心完成的作文),用以记录学生在作文时所使用的语音识别技术。资料分析是通过递归和持续的过程进行。研究者使用不断比较的方法,从行动实践中的理论笔记中塑造出临时模式,以及构建和改善理论的假设。研究者亦使用三角交叉检视法来分析研究资料集和资料提供者的不同角度,并采用反面个案的分析来駁斥或确认理论的假设。调查结果显示,使用语音识别技术能支援有阅读困难的学生。本研究检验了两个先前概念的认识:语音识别被视作一个独立的实体;语言经验方法被视为繁琐和教师霸权的具体化。本文亦讨论符号语义认识、新读写文化,以及支援横跨广阔地区所有年龄有阅读困难的阅读者的可行性。最后本文讨论儿童安全、学生独立性和教师失去元认知示范机会之间的矛盾、有关编码是可行或过时技能的问题,以及为掌握社会文化的洞察力而要在教室环境中进行更多研究的需要。

Spanish

Tomando en cuenta postulados socioculturales y de teoría de sistemas, este estudio usó métodos de investigación etnográficos para examinar la viabilidad de usar la tecnología de reconocimiento vocal (SR por sus siglas en inglés) para apoyar lectores con dificultades en salones de clase de escuela primaria. Se condujo observaciones de ocho estudiantes de primer grado mientras ellos participaban, cuatro veces a la semana por cinco meses, en un centro de escritura apoyado por el SR. Para documentar el uso del SR por los estudiantes a medida que escribían composiciones, se hicieron observaciones de los participantes, se tomaron apuntes de campo, se hicieron transcripciones de grabaciones orales y visuales, y se examinaron artefactos de los estudiantes (hojas de trabajo, capturas de pantalla y las composiciones escritas en el centro de escritura). El análisis de datos fue recurrente y constante. Se compararon constantemente las notas teóricas in actu para crear patrones provisionales y desarrollar y refinar varias hipótesis. Para confirmar o rechazar las hipótesis se usaron la triangulación de juegos de datos, la triangulación de informadores y el análisis de caso negativo. Los resultados indican que el uso del SR apoyó a estos estudiantes con dificultades. Se examinan previos conceptos del SR como una entidad aislada y del Acercamiento de Experiencia de Lengua como incómodo y algo que calcifica la hegemonía de los maestros. Se discuten la conciencia grafo semántica, nuevos alfabetismos, y las posibilidades de apoyar a los estudiantes con dificultades de todas edades y a través de cualquier geografía. Para concluir, se discuten la seguridad infantil, las relaciones tensas entre la independencia del estudiante y las oportunidades perdidas para el modelaje meta cognitivo del maestro, las dudas sobre la codificación como una habilidad viable o anticuada, y la necesidad de investigaciones futuras en salones de clase para entender las percepciones socioculturales.

Arabic

بالإعتماد على المعتقدات الاجتماعية والثقافية ونظرية النظم، استخدمت هذه الدراسة أساليب البحث الإثنوغرافية لدراسة جدوى استخدام تكنولوجيا التعرف على الكلام (SR) لدعم القراء الضعفاء في الفصول الدراسية الابتدائية المبكرة. أجريت الملاحظات على ثمانية طلاب من الصف الأول اثناء مشاركتهم في برنامج منظم للكتابة بدعم SR لمدة أربعة أيام في الأسبوع لمدة خمسة أشهر. تم استخدام الملاحظة بالمشاركة، الملاحظات الميدانية، والنصوص السمعية وتسجيلات الفيديو، خاصيات الطالب (أوراق العمل في الفصول الدراسية، لقطات شاشات SR، ومؤلفات مركز الكتابة) لتوثيق استخدام الطلاب للتعرف على الكلام اثناء كتابتهم للمؤلفات المخصصة. كان تحليل البيانات متكرر ومستمر. وقد استخدمت المقارنة المستمرة من الملاحظات النظرية في الممارسة لتشكيل أنماط مؤقتة وإلى تطوير وصقل الفرضيات. واستخدم التثليث لمجموعات البيانات، التثليث من المخبرين، وتحليلات الحالات السلبية لتأكيد أورفض الفرضيات. وتشير النتائج أن استخدام SR كان داعما لهؤلاء القراءالضعفاء. تم فحص المفاهيم السابقة من SR ككيان معزول ونهج اللغة التجريبة المرهق وتثبيت هيمنة المعلم. ونوقش الوعي الجرافوسيمانتك ]العلاقة بين إختلاف إملاء الكلمة ومعناها[ القراءة والكتابة الجديدة، وإمكانيات دعم القراء الضعفاء من جميع الأعمار في مناطق جغرافية واسعة. وأخيرا نوقشت سلامة الطفل، والتوتر بين استقلال الطالب والفرص الضائعة للمعلمين للنمذجة لما وراء المعرفة، أسئلة حول الترميز كمهارة مفيدة للحياة أو عتيقة، والحاجة إلى إجراء بحوث إضافية أجريت في الفصول المدرسية لفهم الأفكار الاجتماعية والثقافية.

Russian

Ha ocнoвe пpинципoв coциoкyльтypнoй тeopии и тeopии cиcтeм, иccлeдoвaтeли иcпoльзoвaли этнoгpaфичecкиe мeтoды, чтoбы пpoвepить, пpимeнимa ли тexнoлoгия pacпoзнaвaния peчи (SR) для пoддepжки yчeникoв нaчaльнoй шкoлы, иcпытывaющиx тpyднocти c чтeниeм. Haблюдeниe зa вoceмью пepвoклaccникaми пpoвoдилocь чeтыpe paзa в нeдeлю в тeчeниe пяти мecяцeв, кoгдa дeти пoceщaли Цeнтp cтpyктypиpoвaннoгo пиcьмa нa ocнoвe SR-тexнoлoгии. Haблюдeниe, пoлeвыe зaмeтки, pacшифpoвки ayдиo- и видeoзaпиceй и paзличныe apтeфaкты, пoлyчeнныe oт дeтeй (paбoчиe лиcты, SR-cкpиншoты и нaпиcaнныe в Цeнтpe coчинeния), пoзвoлили зaдoкyмeнтиpoвaть вce мoмeнты пpимeнeния yчeникaми SR-тexнoлoгии пpи нaпиcaнии coчинeний нa зaдaннyю тeмy. Aнaлиз дaнныx ocyщecтвлялcя peкypcивнo и нeпpepывнo. Cpaвнeниe дaнныx c aктyaльными тeopиями пoзвoлилo cфopмиpoвaть пpeдвapитeльныe мoдeли и paзpaбoтaть и пpoвepить гипoтeзы. Tpиaнгyляция нaбopoв дaнныx, тpиaнгyляция инфopмaнтoв и aнaлиз нeгaтивныx cлyчaeв дaли вoзмoжнocть пoдтвepдить или oпpoвepгнyть гипoтeзы. Peзyльтaты cвидeтeльcтвyют o тoм, чтo иcпoльзoвaниe SR блaгoпpиятнo для дeтeй, иcпытывaющиx пpoблeмы c чтeниeм. Taкжe иccлeдoвaлиcь: пpeжниe пpeдcтaвлeния o SR-тexнoлoгии кaк изoлиpoвaннoм явлeнии и o “Пoдxoдe языкoвoгo oпытa” кaк o тяжeлoй пpaктикe, yтвepждaющeй гeгeмoнию yчитeля; гpaфoceмaнтичecкoe вocпpиятиe; нoвыe виды гpaмoтнocти; вoзмoжнocть пoддepжaть cлaбыx читaтeлeй любoгo вoзpacтa в любoй чacти плaнeты. Зaтpoнyты вoпpocы бeзoпacнocти дeтeй и кoнфликт мeждy пoддepжкoй нeзaвиcимocти yчaщиxcя и yтpaтoй yчитeлeм вoзмoжнocти для мeтaкoгнитивнoгo мoдeлиpoвaния. Oбcyждaeтcя, являeтcя ли кoдиpoвaниe aктyaльным или ycтapeвшим yмeниeм и ecть ли пoтpeбнocть в дoпoлнитeльнoм иccлeдoвaнии нeпocpeдcтвeннo нa ypoкe, чтoбы oxвaтить coциoкyльтypныe acпeкты пpoблeм.

French

En se basant sur des principes socio-culturels et sur la théorie des systèmes, cette recherche a employé des méthodes de recherche ethnographique pour examiner la faisabilité de l'utilisation de la technologie de la reconnaissance vocale (RV) afin d'aider des lecteurs en difficulté dans une classe de l'enseignement élémentaire. Nous avons effectué des observations de huit élèves de première année dans un centre structuré d'aide à l’écriture avec RV quatre jours par semaine et pendant cinq mois. Nous avons utilisé l'observation participante, les notes de terrain, les transcriptions d'enregistrements audio et vidéo, ainsi que des productions des élèves (fiches de travail scolaire, saisies d’écrans de RV, et écrits au centre d’écriture) pour voir comment ceux-ci utilisent la RV lorsqu'ils écrivent ce qui leur est demandé. L'analyse des données a été régressive et progressive. Nous avons effectué en permanence des comparaisons des notes prises in situ afin de définir des patrons provisoires et de développer et préciser nos hypothèses. Nous avons procédé à une triangulation des données recueillies, à une triangulation des informateurs et à l'analyses de cas négatifs pour valider/invalider les hypothèses. Les résultats montrent que la RV est efficace pour les lecteurs en difficulté. Nous avons examiné les concepts préalables de la RV en tant qu'entité isolée et de l'Approche par l'expérience du langage qui donne du poids à l'hégémonie de l'enseignant et la réifie. La discussion porte sur la conscience grapho-sémantique, les nouvelles littératies, et les possibilités d'aider les élèves en difficulté d’âges et de régions différents. La discussion porte enfin sur la sécurité des enfants, les tensions entre l'indépendance des élèves et les occasions de modelage métacognitif perdues par les enseignants, les questions relatives à l'encodage en tant que compétence valable ou obsolète, et la nécessité de conduire des recherches additionnelles en situation de classe pour appréhender des aspects socio-culturels.

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