Testing the Effects of GraphoGame against a Computer-Assisted Math Intervention in Primary School

Autor/inn/en	Lassault, Julie; Sprenger-Charolles, Liliane; Albrand, Jean-Patrice; Alavoine, Edouard; Richardson, Ulla; Lyytinen, Heikki; Ziegler, Johannes C.
Titel	Testing the Effects of GraphoGame against a Computer-Assisted Math Intervention in Primary School
Quelle	In: Scientific Studies of Reading, 26 (2022) 6, S.449-468 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ziegler, Johannes C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2052884
Schlagwörter	French; Educational Games; Low Income Students; Grade 1; Elementary School Students; Program Effectiveness; Intervention; Computer Assisted Instruction; Mathematics Achievement; Reading Fluency; Phonemic Awareness; Phonemes; Foreign Countries; Reading Difficulties; Reading Instruction; Mathematics Skills; France + Suchen Sie Ihr Suchwort? Französisch; Educational game; Lernspiel; School year 01; 1. Schuljahr; Schuljahr 01; Computer based training; Computerunterstützter Unterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fonem; Ausland; Reading difficulty; Leseschwierigkeit; Leseunterricht; Mathematics ability; Frankreich
Abstract	Purpose: This study was designed to assess the efficiency of a French version of "GraphoGame" (GG) against an equally engaging math intervention ("Fiete Math," FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results: We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions: Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01