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dc.contributor.authorKalindi, Sylvia Chanda
dc.date.accessioned2014-12-01T10:36:20Z
dc.date.available2014-12-01T10:36:20Z
dc.date.issued2007
dc.identifier.otheroai:jykdok.linneanet.fi:1452974
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/44780
dc.description.abstractThe 'Literate' game, developed in Finland, is designed to help enhance learning lettersound correspondences and later reading of words with increasing complexity in children. The ̔Literate̓ game uses the phonetic/synthetic method of teaching phonological awareness which is currently seen as the basis of all reading. The ̔Literate̓ was piloted in Zambia (2005) to determine how it could be implemented into a multi-cultural setting. Factors such as pre-intervention skill and language background were examined in relation to observations of the game-based learning among the poor readers. A sample of 8 pupils (6 girls and 2 boys) was selected from a Grade 2 class at a private international school in Lusaka based on a screening test to identify poor readers. The pupils then underwent intervention on the 'Literate' game version which was specifically designed for the study and had a Zambian English accent in voicing of the game sounds. The players̓ performance during the intervention process was recorded by the computer and analyzed qualitatively. The results indicate that the reading performance of all the pupils improved pretty well both during and after the intervention even if it was noticed that pupils with better reading skills improved more than the pupils with poor skills. Furthermore, pupils with a language background different from one used in school also did not perform so well neither did they go so high in their levels on the 'Literate'. It was also observed that the 'Literate' game version used in this study had some deficits such as lack of clarity of the audio sounds which greatly affected the intervention process. It has therefore been concluded that the ‘Literate’ is a usable tool in literacy instruction and can also be used a multi-cultural classroom nevertheless issues of accent, sound quality and duration of intervention are important factors in the outcome of the intervention.en
dc.format.extent1 verkkoaineisto (61 sivua)
dc.language.isoeng
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.titleObservations on possible use of the "Literate" game on poor readers in a multicultural classroom setting
dc.identifier.urnURN:NBN:fi:jyu-201412013400
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaYhteiskuntatieteellinen tiedekuntafi
dc.contributor.tiedekuntaFaculty of Social Sciencesen
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.date.updated2014-12-01T10:36:21Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi202
dc.subject.ysolukutaito
dc.subject.ysolukihäiriöt
dc.subject.ysooppimispelit
dc.subject.ysomonikulttuurisuus
dc.subject.ysotietokoneavusteinen oppiminen
dc.subject.ysotietokoneavusteinen opetus
dc.subject.ysofonologia


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