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This spreadsheet is based on the March 17th meeting of the Accessibility for Children Community Group, where the following inspired discussion: https://docs.google.com/document/d/1-c96lQsQq1jgdDKo4C9GaWEj7cVoxDdCvtLPvqCOBBE/edit.

The intention of this spreadsheet is not to fill in all of the cells, but rather to have a way to understand the scope of various solutions and concerns. Cells may contain links to Github issues against Specs/Documents, such as: https://www.w3.org/TR/pronunciation-gap-analysis-and-use-cases/ and https://github.com/w3c/pronunciation/issues		Row: Uses of Pronunciation that may be important for ChildrenReading with TTS for information or entertainmentReading with a screen reader for information or entertainmentPronunciation presented to help students learn to read (help guide their learning to pronounce their way to word recognition)Pronunciation as narration that gives children feedback.Pronunciation as part of formative assessmentPronunciation as part of high stakes assessmentRecorded narration used to support early readers or non-readersPronunciation presented to help students learn to pronounceRead Aloud: Pronunciation by a human reader as an accommodationRead Aloud: Pronunciation by a human reader for engagement and learning ("story time")Pronunciation by a Virtual Assistant (e.g. Alexa, Siri, Cortana) Pronunciation as access to meaning (word, sentence, paragraph)
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Column: Aspects of or Issue with Pronunciation that may matter to Children
(Top Row and First Column are used for general comments about the topic.)Feedback might have a greater impact on a child's socio-emotional state compared with other types of content.Are there other representations that could be provided in addition to pronunciation, such as symbols or pictures?
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Homonyms and heteronyms (DB) e.g. “I reed it yesterday” Solution Ideas:
- Context-based AI
- Authoring tools that encourage specification of the meaning and then handle tagging for AT or mapping to a correct recorded pronunciation
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STEM: Incorrect pronunciation e.g. 1.4 pronounced as 1400
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STEM: Math spoken in a way that is unique to Assistive Tech e.g. does not match any natural language representation of the mathFor students with average math aptitude, this could cause below-average achievement.
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STEM: Math spoken in a way that is not age/grade appropriate
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STEM: Math spoken in a way that, while age/grade appropriate, does not match the math spoken in the classroom
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Pronunciation that matches School Culture, not home cultureConcerns:
- Risk of solutions being discriminatory

Comment:
It is important to validate and confirm home culture while also building a bridge to school culture		Solution Ideas:
- AI detects and imitates student's current spoken language
- Regionalization / Pronunciation based on zip code
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Pronunciation that matches Home Culture, not school cultureConcerns:
- Risk of solutions being discriminatory

Comment:
It is important to validate and confirm home culture while also building a bridge to school culture
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Pronunciation that matches global culture, not local culture
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Pronunciation that features fluid language switching (dual language for all)
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Pronunciation as a particular characterHow might this improve engagement?
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Pronunciation with friendly or not-so-friendly intonation or varying tone of voice.
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Pronunciation with or without accents and stress that can be important for comprehension (e.g. in particular, this is important in Spanish)
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Info Needed: In languages other than English and Spanish, other aspects of how language is expressed verbally may also be important
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Info Needed: children in vulnerable situations lacking appropriate material or support
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Info Needed: tone of voice important for feedback and socio -emotional development
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Info Needed: children in crisis situations or refugee children completing adult forms for their families
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Info Needed: Is pronunciation a privacy foot print?
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Info Needed: If AI is monitoring pronunciation - mistakes, tireness, etc?
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