Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

Saine, Nina L.; Lerkkanen, Marja‐Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki

doi:10.1111/j.1467-8624.2011.01580.x

Cited by 160 publications

(158 citation statements)

References 46 publications

Supporting

Mentioning

150

Contrasting

Unclassified

Order By: Relevance

“…It follows the bottom-up or phonics approach [37] by first introducing the spoken phonemes with their corresponding graphemes, then mono-syllabic words (CV, VC) and, finally, more complex words (CCV, VCV, VCC, CVCV). The program has been evaluated regarding its effectiveness for reading development and was found beneficial for children at risk for reading difficulties [25]. It enables individual intervention since it adapts itself to each child's level of performance.…”

Section: Intervention Program and Settingmentioning

confidence: 99%

“…First, families were spread over a relatively large geographical area, which ruled out the possibility of a daily face-to-face practice with a speech and language pathologist. Second, Graphogame is an established intervention program [23] with documented positive outcome for children with specific reading difficulties [18,[23][24][25][26][27]. Third, the phonological deficit in children with dyslexia is recognized among the vast majority of researchers in the field.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

View full text Add to dashboard Cite

Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention.Study the effects of computer-assisted phoneme-grapheme correspondence training in the children.Specifically analyze possible effects on DHH children's phonological processing skills. Methods:The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3, post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence. Conclusion:For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.2

show abstract

Section: Intervention Program and Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

View full text Add to dashboard Cite

show abstract

“…The effectiveness of GraphoGame TM in helping students to read has been documented (e.g. Lyytinenet al 2009;Saine et al 2010;Kyle et al 2013). Research on the effectiveness of the game in other languages is being conducted in various parts of the world.…”

Section: Introductionmentioning

confidence: 99%

The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools

Jere-Folotiya

Chansa-Kabali

Munachaka

et al. 2014

Education Tech Research Dev

Self Cite

View full text Add to dashboard Cite

This intervention study was conducted to document conditions under which a computer based literacy game (GraphoGame TM ) could enhance literacy skills of first grade students in an African city. The participants were first grade students from Government schools (N = 573). These students were randomly sampled into control (N = 314) and various intervention groups (N = 259). GraphoGame TM was administered on cellphones to students at their schools under supervision. Each student in the study was assessed using a battery of locally developed cognitive tests that measured emergent literacy skills (Orthography test), decoding competence (Spelling test), vocabulary (Picture Vocabulary Test-PVT) and arithmetic (Zambia Achievement Test-ZAT). There was a positive effect of the game for the Spelling test-which closely targeted the skill GraphoGame TM is designed to promote. The most effective intervention combined exposure of both the teachers and the students to the game. Initial letter knowledge was a good predictor of final letter knowledge on GraphoGame TM .

show abstract

“…Because interventions for poor readers might be most beneficial when started in parallel with reading acquisition (Bradley and Bryant, 1983) the identification of predictors at preschool age would be particularly valuable. In this study, kindergarteners trained with a computerized grapheme-phoneme association game called Graphogame (Lyytinen et al, 2009;Lyytinen et al, 2007;Saine et al, 2011) which…”

mentioning

confidence: 99%

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

et al. 2013

View full text Add to dashboard Cite

Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT2 Abstract:Children who are poor readers usually experience troublesome school careers and consequently often su...

show abstract

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

Cited by 160 publications

References 46 publications

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

Contact Info

Product

Resources

About