Towards Evaluation of Phonics Method for Teaching of Reading Using Artificial Neural Networks (A Cognitive Modeling Approach)

Abstract

The presented work considers a rather challenging interdisciplinary issue associated with psycholinguistic, neurology, and cognitive sciences, in addition to, educational technology. More specifically, this paper introduces an investigational cognitive modeling approach to evaluate phonics method applied for teaching children how to read. Herein, evaluation process performed using two artificial neural network (ANN) models with diverse cognitive learning paradigms. Naturally, suggested models inspired by two cognitive styles observed during teaching reading to children. Those children in elementary school are qualified to learn "basic building blocks" of cognition. Accordingly, presented models are simulating cognitive reading activities on the basis of two diverse cognitive learning paradigms. Hence, statistical analysis of obtained modeling results are considered in evaluation of phonics method, rather than other psycholinguistic science approaches. At system level both presented (ANN) models introduced systematic investigation, and realistic simulation of recognizable observations associated with reading activities using phonics method. Finally, an interesting analogous comparison of both suggested learning models is illustrated versus behavioural animal learning after Pavlov's and Thorndike's original experimental results. Conclusively, some suggestions for future interdisciplinary research work concerned with brain functions (learning and memory) are given.