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dc.contributor.authorNshimbi, Jacob C.
dc.contributor.authorSerpell, Robert
dc.contributor.authorWesterholm, Jari
dc.date.accessioned2020-03-16T07:57:48Z
dc.date.available2020-03-16T07:57:48Z
dc.date.issued2020
dc.identifier.citationNshimbi, J. C., Serpell, R., & Westerholm, J. (2020). Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families. <i>South African Journal of Childhood Education</i>, <i>10</i>(1), Article a620. <a href="https://doi.org/10.4102/sajce.v10i1.620" target="_blank">https://doi.org/10.4102/sajce.v10i1.620</a>
dc.identifier.otherCONVID_34958735
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68162
dc.description.abstractBackground: Despite increased enrolments at primary schools in Zambia, more than half of the children in Grades 1–4 are unable to meet the required minimum standards for literacy. Aim: The study set out to examine the effects of using a phone-based mobile literacy game (Graphogame) to improve literacy skills in children and adults in rural family settings. Setting: The study was conducted in the Katete District, a rural town in the eastern province of Zambia. Methods: Participants were 73 Grade 2 learners (52% boys, mean age 9 years and 48% girls, mean age 10 years) and 37 parents (mean age 36 years). Three literacy tests, measuring letter-sound identification, phonological awareness, spelling competence and word recognition, were administered to both the children and parents. Parents also reported on their level of education, familiarity with smart phone use, availability of home reading materials and home literacy activities. Results: The findings showed that children who were exposed to the Graphogame performed better than the control group on all literacy measures. Furthermore, parent’s performance on the tests improved after the intervention. Conclusion: The findings suggest that technology can improve literacy skills in both children and adults in rural areas of Zambia.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherUniversity of Johannesburg
dc.relation.ispartofseriesSouth African Journal of Childhood Education
dc.rightsCC BY 4.0
dc.subject.otherGraphogame
dc.subject.otherSambia
dc.subject.otherAfrikka
dc.subject.otherearly literacy skills
dc.subject.otherrural family setting
dc.subject.otherhome literacy environment
dc.subject.otherZambia
dc.titleUsing a phone-based learning tool as an instructional resource for initial literacy learning in rural African families
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202003162410
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2223-7674
dc.relation.numberinseries1
dc.relation.volume10
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 The Authors.
dc.rights.accesslevelopenAccessfi
dc.subject.ysolukutaito
dc.subject.ysoperhe (ilmiöt)
dc.subject.ysomaaseutuyhteisöt
dc.subject.ysokielen oppiminen
dc.subject.ysokotiympäristö
dc.subject.ysooppimispelit
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p2794
jyx.subject.urihttp://www.yso.fi/onto/yso/p27904
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p2261
jyx.subject.urihttp://www.yso.fi/onto/yso/p23092
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.4102/sajce.v10i1.620
jyx.fundinginformationThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
dc.type.okmA1


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