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ERIC Number: EJ1443616
Record Type: Journal
Publication Date: 2024-Nov
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: EISSN-1538-4810
Utilizing Text-Generative AI for Creating Oral Reading Fluency Probes
MacKenzie D. Sidwell; Landon W. Bonner; Kayla Bates-Brantley; Shengtian Wu
Intervention in School and Clinic, v60 n2 p119-125 2024
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 artificial intelligence (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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A