Robin D. Morris - US grants
Affiliations: | Georgia State University, Atlanta, GA, United States |
Area:
developmental neuropsychology, dyslexia/LD, ADHD, acquired brain injury, brain tumors, oxphos disease, lateralityWe are testing a new system for linking grants to scientists.
The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
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High-probability grants
According to our matching algorithm, Robin D. Morris is the likely recipient of the following grants.Years | Recipients | Code | Title / Keywords | Matching score |
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2021 — 2026 | Plis, Sergey Dotson, Vonetta (co-PI) [⬀] Calhoun, Vince Turner, Jessica (co-PI) [⬀] Morris, Robin |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Crest Center For Dynamic Multiscale and Multimodal Brain Mapping Over the Lifespan [D-Map] @ Georgia State University Research Foundation, Inc. Center for dynamic multiscale and multimodal brain mapping over the lifespan |
0.915 |
2022 — 2025 | Morris, Robin | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ Georgia State University Research Foundation, Inc. The lack of reading proficiency seen in children of underserved school districts has lasting impacts on students’ performances in various subjects. Low literacy is an especially pressing issue for African American students. Interactive spoken language systems offer the possibility of a powerful tool for assisting in early childhood education, freeing up teachers’ time, and engaging students in repeated opportunities for learning. These systems involve both Automatic Speech Recognition and Text-to-Speech Systems. The goal of this research is to improve the performance of such systems for young speakers of African American English (AAE) such that automated oral literacy assessment can be developed. The research has important societal and technological impacts. It will enhance the usability of speech technology in early education for AAE speaking children, providing a model for better supporting students with diverse dialects. Many under-resourced children do not have access to adequate reading and language assessments, and the proposed work will address these issues by creating methods for adapting spoken language technology to AAE children, increasing fairness in speech technology on a broader scale. The work has strong outreach and dissemination programs and will train undergraduate and graduate students in interdisciplinary research in Electrical and Computer Engineering, Linguistics, Education, and Psychology. |
0.915 |