A Mobile Game as a Support Tool for Children with Severe Difficulties in Reading and Spelling

Autor/inn/en	Ronimus, Miia; Eklund, Kenneth; Westerholm, Jari; Ketonen, Ritva; Lyytinen, Heikki
Titel	A Mobile Game as a Support Tool for Children with Severe Difficulties in Reading and Spelling
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 6, S.1011-1025 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ronimus, Miia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12456
Schlagwörter	Game Based Learning; Computer Games; Educational Games; Handheld Devices; Reading Difficulties; Spelling; Young Children; Grade 1; Elementary School Students; Instructional Effectiveness; Self Efficacy; Severe Disabilities; Skill Development + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Reading difficulty; Leseschwierigkeit; Schreibweise; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Severe disability; Schwerbehinderung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5 hr 44 min. The results revealed no differences in the development of reading or spelling skills between GL players and the control group. However, pre-training self-efficacy moderated the effect among GL Reading players: children with high self-efficacy developed more than the control group in word reading fluency, whereas children with low self-efficacy developed less than the control group in spelling. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01