Learning to read in first grade through a reading tutor that employs automatic speech recognition

Abstract Learning to read is an essential part of children’s overall development, and crucial in engaging them in our knowledge society. In this study, we investigated the effectiveness of two feedback conditions—explicit and implicit—on reading accuracy among first-grade pupils using our Automatic Speech Recognition (ASR) based Dutch reading tutor. Data were collected from 525 participants across 44 schools, with 263 pupils who received explicit feedback and 262 receiving implicit feedback. Mixed linear regression analyses revealed that both feedback conditions returned significant positive effects on reading accuracy in general, but, additionally, explicit feedback was more beneficial for accuracy gains in reading sentences. A trade-off between accuracy and reading speed was also observed, with improvements in accuracy often accompanied by slower reading speed. These findings suggest that explicit feedback may be more beneficial in early reading interventions.