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dc.contributor.authorPatel, Priyanka
dc.contributor.authorTorppa, Minna
dc.contributor.authorAro, Mikko
dc.contributor.authorRichardson, Ulla
dc.contributor.authorLyytinen, Heikki
dc.date.accessioned2018-08-06T05:53:50Z
dc.date.available2018-08-06T05:53:50Z
dc.date.issued2018
dc.identifier.citationPatel, P., Torppa, M., Aro, M., Richardson, U., & Lyytinen, H. (2018). GraphoLearn India : The Effectiveness of a Computer-Assisted Reading Intervention in Supporting Struggling Readers of English. <i>Frontiers in Psychology</i>, <i>9</i>, Article 1045. <a href="https://doi.org/10.3389/fpsyg.2018.01045" target="_blank">https://doi.org/10.3389/fpsyg.2018.01045</a>
dc.identifier.otherCONVID_28176209
dc.identifier.otherTUTKAID_78341
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59091
dc.description.abstractIndia, a country with a population of more than 1.3 billion individuals, houses the world’s second largest educational system. Despite this, 100 of millions of individuals in India are still illiterate. As English medium education sweeps the country, many are forced to learn in a language which is foreign to them. Those living in poverty further struggle to learn English as it tends to be a language which they have no prior exposure to and no support at home for. Low-quality schools and poor instructional methods further exacerbate the problem. Without access to quality education, these individuals continue to struggle and are ultimately never given the chance to break the cycle of poverty. The aim of this study was to determine whether GraphoLearn, a computer-assisted reading tool, could be used to support the English reading skills of struggling readers in India. Participants were 7-year-old, grade 3 students (N = 30), who were attending an English-medium public school in Ahmedabad, India. English was not a native language for any of the students and all were reading at a level below that of Grade 1 despite having attended school for 2 years. Half of the students played GraphoLearn (n = 16) while the other half played a control math game (n = 14) for 20–30 min a day, over a period of 8 weeks. GraphoLearn led to significant improvements in children’s letter-sound knowledge, a critical factor in early reading development. Overall, the study opens doors for GraphoLearn as a potential intervention to support struggling readers of English in India, including those who are learning a non-native language and coming from at-risk backgrounds.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Research Foundation
dc.relation.ispartofseriesFrontiers in Psychology
dc.rightsCC BY 4.0
dc.subject.otherIntia
dc.subject.otherGraphoLearn
dc.subject.otherreading intervention
dc.subject.otherphonics
dc.subject.othergrapheme-phoneme correspondence
dc.subject.otherEnglish language learners
dc.subject.otherIndia
dc.titleGraphoLearn India : The Effectiveness of a Computer-Assisted Reading Intervention in Supporting Struggling Readers of English
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201807183609
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosCentre for Applied Language Studiesen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineSoveltava kielentutkimusfi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineApplied language studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-07-18T09:15:09Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1664-1078
dc.relation.numberinseries0
dc.relation.volume9
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 Patel, Torppa, Aro, Richardson and Lyytinen.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber276239
dc.relation.grantnumber284439
dc.relation.grantnumber313768
dc.subject.ysolukutaito
dc.subject.ysoenglannin kieli
dc.subject.ysooppimispelit
dc.subject.ysokielen oppiminen
dc.subject.ysooppimisvaikeudet
dc.subject.ysotietokoneavusteinen oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p2573
jyx.subject.urihttp://www.yso.fi/onto/yso/p23092
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p7221
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fpsyg.2018.01045
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundinginformationHL’s work was supported by Academy of Finland with grants #292493 and #311737. MT’s work was supported by Academy of Finland with grants #276239, #284439, and #313768.
dc.type.okmA1


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