Reading ability improving device for children with reading disorder based on intelligent interactive design

Abstract

The invention relates to an intelligent interactive design-based reading ability improvement device for children with reading disabilities, which comprises an interactive interface unit, a display unit, a display unit, a display unit and a display unit, wherein the interactive interface unit displays a text on a milk color background through black fonts to provide maximum reading comfort; the single-person reading practice mode unit realizes text reading through a natural language processing technology and voice synthesis, and synchronously changes font colors to guide a user to follow contents; an AI voice assistant in the AI accompanying reading mode unit guides the user to continuously read a specified part in a mode of randomly stopping reading, analyzes the pronunciation and fluency of the user through an adaptive learning algorithm, and provides feedback and adjustment difficulty; the reading challenge mode unit enriches the reading training of the user through a three-level challenge mode, and improves the interesting reading experience of the user. According to the method, interface friendliness and personalized reading experience are achieved, and the requirements of developmental reading disorder children can be better met.

Description

Technical Field

[0001] The present invention relates to the field of educational technology, and in particular to a device for improving the reading ability of children with dyslexia based on intelligent interaction. Background Art

[0002] At present, the existing intervention tools and programs for children with Chinese dyslexia mainly rely on traditional manual guidance, including tutoring through reading and writing guidance, pinyin teaching, reading comprehension training, etc. by teachers or parents; these methods are mainly concentrated in the following aspects: 1. Individual tutoring: teachers or parents provide one-on-one reading guidance to children and provide personalized teaching plans according to the specific problems of children. 2. Traditional practice tools: using workbooks and exercise books to help children gradually master the reading and writing skills of Chinese characters and improve their vocabulary. 3. Pinyin teaching: Pinyin teaching is provided to children to help them better understand and remember the pronunciation and combination methods of Chinese characters. Although these methods can improve the reading ability of children with Chinese dyslexia to a certain extent, their results are often unsatisfactory due to limited resources and single methods. For example, resource limitations: individual tutoring requires a lot of manpower and time investment, and many schools and families are unable to provide regular and personalized tutoring support. Single teaching method: traditional practice methods lack innovation and fail to fully combine multi-sensory stimulation methods to improve children's learning interest and participation. Lack of targeted technical support: most existing tools do not use modern information technology, especially lack intelligent and personalized reading support and feedback mechanisms. Insufficient learning motivation: Existing methods often fail to effectively stimulate children's learning motivation, resulting in a decrease in reading interest, which affects long-term learning results. Lack of visual / auditory integration: It is difficult to effectively integrate visual and auditory elements to improve the sense of rhythm and rhythm of Chinese reading. Summary of the invention

[0003] The purpose of the present invention is to overcome the shortcomings of the prior art and provide a device for improving the reading ability of children with dyslexia based on intelligent interactive design, thereby solving the deficiencies of the prior art.

[0004] The purpose of the present invention is achieved by the following technical solutions: a device for improving the reading ability of children with dyslexia based on intelligent interactive design, which includes an interactive interface unit, a single-person reading practice mode unit, an AI reading companion mode unit and a reading challenge mode unit; The interactive interface unit presents the text by displaying black fonts on a cream background, providing maximum reading comfort; The single-person reading practice mode unit realizes text reading through natural language processing technology and speech synthesis, and synchronously changes the font color to guide the user to follow the content. During the reading process, the user's language input is detected by the detection algorithm and compared with the reading content, and the reading error characters are marked in real time; The AI ​​voice assistant in the AI ​​reading companion mode unit guides the user to continue reading the specified part by randomly stopping reading, and analyzes the user's pronunciation and fluency through an adaptive learning algorithm, provides feedback and adjusts the difficulty, and recognizes the user's emotional state through voice emotion analysis, and motivates or suggests the user based on the recognition results; The reading challenge mode unit enriches the user's reading training and enhances the user's interesting reading experience through a three-level challenge mode.

[0005] The method of realizing text reading by natural language processing technology and speech synthesis, and synchronously changing the font color to guide the user to follow the content includes: When reading a text, as the Google Text-to-Speech API reads each word in the text, the JavaScript listening event triggers a synchronous change in the font color to show the word currently being read.

[0006] During the reading process, the user's language input is detected by a detection algorithm and compared with the reading content, and the reading error characters are marked in real time, including: When a user reads a text, JavaScript uses the Web Speech API to record the user's voice and compares the recorded text field with the expected text word by word. If it detects that the user has missed a word in the text, JavaScript dynamically highlights the missed word in a different color font to prompt the user.

[0007] The single-person reading practice mode unit also includes: providing a sentence segmentation auxiliary function based on special symbols, using a rule-based text processing algorithm to identify and process special symbols in the text, and then displaying the segmented sentence structure through a graphical user interface to help users analyze grammar and accurately understand the meaning of sentences.

[0008] The AI ​​voice assistant guides the user to continue reading the specified part by randomly stopping the reading, and analyzes the user's pronunciation and fluency through an adaptive learning algorithm, providing feedback and adjusting the difficulty, including: When the AI ​​language assistant is reading a story and stops at a random position, it asks the user to continue reading from the stop point. During the user's reading, the adaptive learning algorithm analyzes the user's pronunciation accuracy and reading fluency. If the pronunciation is accurate, positive motivational feedback will be given through voice. If the pronunciation is wrong, personalized feedback will be generated, and the fluency and accuracy will be evaluated based on the user's voice input. The difficulty of subsequent reading content will be adjusted based on the evaluation results.

[0009] The identifying the user's emotional state through voice emotion analysis and motivating or suggesting the user according to the identification result includes: The speech emotion analysis module determines the user's emotional state through the user's tone and pronunciation characteristics. If it detects that the user is in a negative state while reading a sentence, the emotion analysis module will retrieve motivational words from the preset motivational word library and suggest that the user take a short break to help them restore their concentration and positive emotional state.

[0010] The three-level challenge mode includes a first-level challenge mode, a second-level challenge mode and a third-level challenge mode; The first-level challenge mode requires the user to read the sentence completely and accurately, and uses a character matching algorithm to detect whether the user's reading is consistent with the target text. When the user completes the sentence reading correctly, timely positive feedback is given.

[0011] The second-level challenge mode provides visual guidance for text color changes based on the correct reading speed. The speed is guided by color changes. Initially, the text is displayed in the first color. When the challenge begins, the text color changes at a normal speed, and the text color changes from the first color to the second color to guide and help users maintain a suitable reading speed. When the user successfully completes the reading according to the color changes without any errors, positive feedback is given.

[0012] The third-level challenge mode displays a group of images. The user selects the image related to the text content by viewing these images. The correctness of the user's selection is analyzed and feedback is given. If the user's selection is correct, a reward image related to the text content is unlocked to further stimulate reading interest. At the same time, the user's challenge progress is recorded, and the corresponding reward image is displayed from the visual content library according to the completed level.

[0013] The dynamic font adjustment in the interactive interface unit is implemented by JavaScript, which allows the user to adjust the font size and spacing in real time by clicking a button by monitoring user interaction events, and converts ordinary text into a format friendly to dyslexia using a preset font style library and built-in optical font recognition technology.

[0014] The present invention has the following advantages: a device for improving the reading ability of children with dyslexia based on intelligent interactive design, which achieves interface friendliness and personalized reading experience, and can better meet the needs of children with developmental dyslexia; achieves interface friendliness and personalized reading experience, and can better meet the needs of children with developmental dyslexia; through emotional response and motivational speech design, it successfully stimulates children's learning interest and participation; reduces dependence on professional personnel resources, and reduces the economic burden on families and educational institutions; integrates multiple reading modes, improves the richness and interest of reading, and promotes the overall improvement of children's reading ability. BRIEF DESCRIPTION OF THE DRAWINGS

[0015] Figure 1 It is a structural schematic diagram of the device of the present invention; Figure 2 An example of single-reading mode Figure 1 ; Figure 3 An example of single-reading mode Figure 2 ; Figure 4 It is the paired reading interface of AI companion reading mode; Figure 5 This is an example diagram of the AI ​​reading companion mode; Figure 6 This is an example of the three-level challenge mode. DETAILED DESCRIPTION

[0016] In order to make the purpose, technical scheme and advantages of the embodiments of the present application clearer, the technical scheme in the embodiments of the present application will be clearly and completely described below in conjunction with the drawings in the embodiments of the present application. Obviously, the described embodiments are only a part of the embodiments of the present application, rather than all the embodiments. The components of the embodiments of the present application described and shown in the drawings here can be arranged and designed in various different configurations. Therefore, the detailed description of the embodiments of the present application provided below in conjunction with the drawings is not intended to limit the scope of protection of the application claimed for protection, but merely represents the selected embodiments of the present application. Based on the embodiments of the present application, all other embodiments obtained by those skilled in the art without making creative work belong to the scope of protection of the present application. The present invention is further described below in conjunction with the drawings.

[0017] like Figure 1 As shown, the present invention specifically relates to a device for improving the reading ability of children with developmental dyslexia with intelligent interactive design, which stimulates and improves children's reading interest and ability by integrating user-friendly interface design, personalized reading guidance and artificial intelligence reading support, and specifically includes the following contents: Dyslexia-Friendly Interface Unit: The user interface of NReader is designed specifically for children with dyslexia to ensure that they can read more easily. The text is presented in a visually friendly black font on a cream-colored background, with the font size set between 18 and 26. Users can optimize the reading experience by adjusting the half-character spacing and 1.5-line spacing. In the interface design, a CSS-based style sheet is used to ensure that the combination of the black font and the cream-colored background passes the verification of standard color contrast detection tools, providing maximum reading comfort. The dynamic font adjustment function is implemented by JavaScript, which listens for user interaction events and allows users to adjust the font size and spacing in real time by clicking a button. In addition, CNReader provides a text format conversion function that uses a preset font style library (such as OpenDyslexic) and built-in optical character recognition (OCR) technology to convert ordinary text into a dyslexia-friendly format.

[0018] Single-Person Reading Practice Mode Unit: The single-person reading practice mode includes a repetition practice function designed to help children improve their reading ability. Through natural language processing (NLP) technology and a speech synthesis module (such as the Google Text-to-Speech API), the system can read the text aloud and synchronously change the font color to guide children to follow the content. For example, the system is reading a text "There are many peanuts growing in the field beside the big tree". When the Google Text-to-Speech API reads each word, the JavaScript event listener triggers the synchronous change of the font color to display the word being read currently. Specifically, when reading "big", the system changes the color of this word to green through CSS, and so on.

[0019] Furthermore, as Figure 2 shown, during the reading process, the user's voice input is detected by an embedded JavaScript algorithm and compared with the content read by the system, and the incorrect characters are marked in red in real time. For example, when the child reads "The peanuts have already blossomed", JavaScript uses the Web Speech API to record the user's voice. The system compares the recorded text with the expected text word by word. If the child misreads it as "The peanuts have already started", the system detects the omission of "blossomed", and then uses JavaScript to dynamically highlight the omitted part "blossomed" in red font to prompt the user to notice the error.

[0020] As Figure 3As shown, in addition, in order to meet the needs of Chinese reading, the system also provides a sentence segmentation auxiliary function based on the symbol "|". Using a rule-based text processing algorithm, the system recognizes and processes the "|" symbol in the text, and then displays the segmented sentence structure through a graphical user interface (GUI) module to help users analyze grammar and accurately understand the meaning of the sentence. Assuming that the input text is "Today|The weather|is very good", the JavaScript parsing code will recognize the "|" symbol and use it as a separator. The text is segmented into three parts: "Today", "Weather" and "Very good". Through the GUI module, the system displays the sentence structure in the form of a tree diagram, where "Today" is the subject, "Weather" is the object, and "Very good" is the description. This visualization method helps users understand the relationship between the three parts.

[0021] AI Reading Companion Mode Unit: AI Reading Companion Mode is a design that helps children read by relaying reading. Figure 4 and Figure 5 As shown in the figure, in the AI ​​reading mode, the AI ​​voice assistant guides children to continue reading the specified part by randomly stopping the reading, and analyzes the children's pronunciation and fluency through the adaptive learning algorithm, provides specific feedback and adjusts the difficulty. For example, when the AI ​​assistant is reading a story, the system will stop at a random position and ask the child to continue reading from the stop. For example, when the assistant reads "Once upon a time there was a little boy who lived in a distant village where there were many" and suddenly stops, the child needs to continue reading "beautiful flowers". During the child's reading, the adaptive learning algorithm analyzes the child's pronunciation accuracy and reading fluency. If the child completes the reading accurately, the system will give positive feedback, such as "You did a great job! Keep it up!" If the child makes a mistake in pronunciation, the system will generate personalized feedback, such as "You can try the word 'beautiful' again." This process is implemented using a recurrent neural network (RNN) under the TensorFlow framework to evaluate the fluency and accuracy of the user's voice input, and adjust the difficulty of the subsequent reading content or give corresponding prompts based on the evaluation results.

[0022] Furthermore, in order to stimulate children's participation and maintain a positive user experience, the system also includes positive verbal incentives and emotion calculation modules. In the emotion analysis and incentive module, the system identifies the user's emotional state through voice emotion analysis technology, and motivates the user or suggests a short break based on the identification results. For example, when a child is using a reading software, the voice emotion analysis module determines the child's emotional state through the user's intonation and pronunciation characteristics (such as pitch, speaking speed, and volume). Imagine a scenario in which the system detects that the user is tired or frustrated (slower speaking speed and lower voice) while reading a sentence. At this time, the emotion analysis module retrieves an incentive speech suitable for the current situation from the preset incentive speech library, such as "Take a break and try again, you can do it!". The system may also suggest that the child take a short break to help him or her restore his or her focus and positive emotional state. Using voice emotion analysis technology, combined with machine learning algorithms, the system can adjust feedback in real time to provide the best user experience.

[0023] Reading Challenge Mode Unit: Three different levels of reading challenge modes are provided to enrich children's reading training methods and enhance their fun reading experience.

[0024] like Figure 6 As shown in the figure, the first level challenge requires children to read the sentence completely and correctly, and a simple character matching algorithm is used to confirm the correctness of the reading. For example, "The sun rises and the birds sing." The system uses a character matching algorithm to detect whether the child's reading is consistent with the target text. When the child completes the sentence reading correctly, the system will give immediate positive feedback, such as: "Very good, keep it up!" to enhance their confidence and interest.

[0025] The second level challenge uses visual guidance of text color changes based on normal reading speed, requiring children to read correctly at normal speed. For example, given the text "Sheep graze leisurely on the grass." The system guides the speed through color changes. Initially, the text is displayed in black. When the challenge begins, the system begins to change the text color at normal speed (from black to green). This visual guidance helps children maintain a suitable reading speed. Children need to keep up with the reading speed and need to read correctly. When children successfully complete the reading according to the color changes and there are no reading errors, the challenge is successful. The system will give positive feedback to encourage continued participation.

[0026] In the third level challenge, the task becomes more interactive. Suppose the text is "There is a beehive on the tree by the river." The system will display a set of images, including apples, beehives, children, etc. Children need to look at these images and select the one related to the text content. With the help of computer vision and image recognition technology, the system can analyze the correctness of the user's choice and give feedback. If the user chooses correctly, the system will unlock a bonus image related to the content of the article, such as a complete landscape painting, to further stimulate interest in reading. The bonus images are managed through the back-end database management system, which records the user's challenge progress and displays the corresponding bonus images from the visual content library according to the completed level.

[0027] The above is only a preferred embodiment of the present invention. It should be understood that the present invention is not limited to the form disclosed herein, and should not be regarded as excluding other embodiments, but can be used for various other combinations, modifications and improvements, and can be modified within the scope of the concept described herein through the above teachings or the technology or knowledge of the relevant field. The changes and modifications made by those skilled in the art do not deviate from the spirit and scope of the present invention, and should be within the scope of protection of the claims attached to the present invention.

Claims

1. A device for improving reading ability of children with dyslexia based on intelligent interactive design, characterized by: It includes an interactive interface unit, a single-player reading practice mode unit, an AI reading companion mode unit, and a reading challenge mode unit; The interactive interface unit presents the text by displaying black fonts on a cream background, providing maximum reading comfort; The single-person reading practice mode unit realizes text reading through natural language processing technology and speech synthesis, and synchronously changes the font color to guide the user to follow the content. During the reading process, the user's language input is detected by the detection algorithm and compared with the reading content, and the reading error characters are marked in real time; The AI ​​voice assistant in the AI ​​reading companion mode unit guides the user to continue reading the specified part by randomly stopping reading, and analyzes the user's pronunciation and fluency through an adaptive learning algorithm, provides feedback and adjusts the difficulty, and recognizes the user's emotional state through voice emotion analysis, and motivates or suggests the user based on the recognition results; The reading challenge mode unit enriches the user's reading training and enhances the user's interesting reading experience through a three-level challenge mode.

2. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 1, characterized in that: The method of realizing text reading by natural language processing technology and speech synthesis, and synchronously changing the font color to guide the user to follow the content includes: When reading a text, as the Google Text-to-Speech API reads each word in the text, the JavaScript listening event triggers a synchronous change in the font color to show the word currently being read.

3. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 1, characterized in that: During the reading process, the user's language input is detected by a detection algorithm and compared with the reading content, and the reading error characters are marked in real time, including: When a user reads a text, JavaScript uses the Web Speech API to record the user's voice and compares the recorded text field with the expected text word by word. If it detects that the user has missed a word in the text, JavaScript dynamically highlights the missed word in a different color font to prompt the user.

4. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 1, characterized in that: The single-person reading practice mode unit also includes: providing a sentence segmentation auxiliary function based on special symbols, using a rule-based text processing algorithm to identify and process special symbols in the text, and then displaying the segmented sentence structure through a graphical user interface to help users analyze grammar and accurately understand the meaning of sentences.

5. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 1, characterized in that: The AI ​​voice assistant guides the user to continue reading the specified part by randomly stopping the reading, and analyzes the user's pronunciation and fluency through an adaptive learning algorithm, providing feedback and adjusting the difficulty, including: When the AI ​​language assistant is reading a story and stops at a random position, it asks the user to continue reading from the stop point. During the user's reading, the adaptive learning algorithm analyzes the user's pronunciation accuracy and reading fluency. If the pronunciation is accurate, positive motivational feedback will be given through voice. If the pronunciation is wrong, personalized feedback will be generated, and the fluency and accuracy will be evaluated based on the user's voice input. The difficulty of subsequent reading content will be adjusted based on the evaluation results.

6. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 1, characterized in that: The identifying the user's emotional state through voice emotion analysis and motivating or suggesting the user according to the identification result includes: The speech emotion analysis module determines the user's emotional state through the user's tone and pronunciation characteristics. If it detects that the user is in a negative state while reading a sentence, the emotion analysis module will retrieve motivational words from the preset motivational word library and suggest that the user take a short break to help them restore their concentration and positive emotional state.

7. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 1, characterized in that: The three-level challenge mode includes a first-level challenge mode, a second-level challenge mode and a third-level challenge mode; The first-level challenge mode requires the user to read the sentence completely and accurately, and uses a character matching algorithm to detect whether the user's reading is consistent with the target text. When the user completes the sentence reading correctly, timely positive feedback is given.

8. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 7, characterized in that: The second-level challenge mode provides visual guidance for text color changes based on the correct reading speed. The speed is guided by color changes. Initially, the text is displayed in the first color. When the challenge begins, the text color changes at a normal speed, and the text color changes from the first color to the second color to guide and help users maintain a suitable reading speed. When the user successfully completes the reading according to the color changes without any errors, positive feedback is given.

9. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 7, characterized in that: The third-level challenge mode displays a group of images. The user selects the image related to the text content by viewing these images. The correctness of the user's selection is analyzed and feedback is given. If the user's selection is correct, a reward image related to the text content is unlocked to further stimulate reading interest. At the same time, the user's challenge progress is recorded, and the corresponding reward image is displayed from the visual content library according to the completed level.

10. The device for improving reading ability of children with dyslexia based on intelligent interactive design according to claim 1, characterized in that: The dynamic font adjustment in the interactive interface unit is implemented by JavaScript, which allows the user to adjust the font size and spacing in real time by clicking a button by monitoring user interaction events, and converts ordinary text into a format friendly to dyslexia using a preset font style library and built-in optical font recognition technology.

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