Assessing the Effectiveness of a Game-Based Phonics Intervention for First and Second Grade English Language Learners in India: A Randomized Controlled Trial

Autor/inn/en	Patel, Priyanka; Torppa, Minna; Aro, Mikko; Richardson, Ulla; Lyytinen, Heikki
Titel	Assessing the Effectiveness of a Game-Based Phonics Intervention for First and Second Grade English Language Learners in India: A Randomized Controlled Trial
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 1, S.76-89 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patel, Priyanka) ORCID (Torppa, Minna) ORCID (Aro, Mikko) ORCID (Richardson, Ulla) ORCID (Lyytinen, Heikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12592
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Teaching Methods; Phonics; Computer Assisted Instruction; Reading Instruction; Elementary School Students; Grade 1; Grade 2; Game Based Learning; Reading Skills; Word Recognition; Program Effectiveness; India + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; Worterkennung; Indien
Abstract	Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use rote-methods of literacy instruction. Objectives: We aimed to examine the efficacy of GraphoLearn (GL) English Rime, a computer-assisted reading intervention, in improving the foundational literacy skills of 1st and 2nd grade students who were attending an English medium school in India. Methods: A total of 136 students across 6 classrooms were randomly allocated to play either GL or a control math game over a 5-week intervention period. Students were pre- and post-tested on various English literacy skills using tasks built into the GL software as well as through oral and paper-based tasks. Results and Conclusions: Students who played GL showed significantly greater and faster development on in-game measures of letter-sound knowledge, rime unit recognition, and word recognition as compared to students who did not play GL. In addition, GL resulted in greater effects on these measures for students with stronger English literacy skills prior to the start of the intervention. No differences were found between groups on the oral and paper-based tasks. Implications: GL was able to quickly and effectively teach critical sub-skills for reading. However, a lack of effects on the out-of-game measures opens the door for further discussion on the successful implementation of such interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01