dc.contributor.author | Kalindi, Sylvia Chanda | |
dc.date.accessioned | 2014-12-01T10:36:20Z | |
dc.date.available | 2014-12-01T10:36:20Z | |
dc.date.issued | 2007 | |
dc.identifier.other | oai:jykdok.linneanet.fi:1452974 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/44780 | |
dc.description.abstract | The '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.extent | 1 verkkoaineisto (61 sivua) | |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.rights | This publication is copyrighted. You may download, display and
print it for Your own personal use. Commercial use is
prohibited. | en |
dc.rights | Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty. | fi |
dc.title | Observations on possible use of the "Literate" game on poor readers in a multicultural classroom setting | |
dc.identifier.urn | URN:NBN:fi:jyu-201412013400 | |
dc.type.ontasot | Pro gradu -tutkielma | fi |
dc.type.ontasot | Master’s thesis | en |
dc.contributor.tiedekunta | Yhteiskuntatieteellinen tiedekunta | fi |
dc.contributor.tiedekunta | Faculty of Social Sciences | en |
dc.contributor.laitos | Psykologian laitos | fi |
dc.contributor.laitos | Department of Psychology | en |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.contributor.oppiaine | Psykologia | fi |
dc.contributor.oppiaine | Psychology | en |
dc.date.updated | 2014-12-01T10:36:21Z | |
dc.rights.accesslevel | openAccess | fi |
dc.type.publication | masterThesis | |
dc.contributor.oppiainekoodi | 202 | |
dc.subject.yso | lukutaito | |
dc.subject.yso | lukihäiriöt | |
dc.subject.yso | oppimispelit | |
dc.subject.yso | monikulttuurisuus | |
dc.subject.yso | tietokoneavusteinen oppiminen | |
dc.subject.yso | tietokoneavusteinen opetus | |
dc.subject.yso | fonologia | |
dc.format.content | fulltext | |
dc.type.okm | G2 | |