Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool

Autor/inn/en	Amorim, Americo N.; Jeon, Lieny; Abel, Yolanda; Felisberto, Eduardo F.; Barbosa, Leopoldo N. F.; Dias, Natália Martins
Titel	Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool
Quelle	In: Educational Researcher, 49 (2020) 3, S.188-197 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amorim, Americo N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20909824
Schlagwörter	Video Games; Educational Games; Game Based Learning; Phonological Awareness; Early Reading; Writing (Composition); Preschool Children; Writing Skills; Program Effectiveness; Preschool Education; Reading Skills; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Educational game; Lernspiel; Frühlesen; Schreibübung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Ausland; Brasilien
Abstract	The increased use of smartphones and tablets sets the stage for new mobile-based educational programs that seek to increase student learning and engagement in school and at home. This study examines the effectiveness of Escribo Play, a game-enhanced educational program, on preschool students' phonological awareness, word reading, and writing skills. The randomized controlled trial was conducted with 749 students from 62 classrooms from 17 schools located in five cities. Quantitative pretesting and posttesting procedures using standardized instruments were employed. The results indicate that the experimental classrooms that used the 20 games for 3 months gained 68% in their reading scores compared to control classrooms (d = 0.40). They also gained 48% more in writing scores (d = 0.20). Multilevel analysis indicated that these findings were statistically significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01