Literaturnachweis - Detailanzeige
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 |
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 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 |