A mobile game as a support tool for children with severe difficulties in reading and spelling
Ronimus, M., Eklund, K., Westerholm, J., Ketonen, R., & Lyytinen, H. (2020). A mobile game as a support tool for children with severe difficulties in reading and spelling. Journal of Computer Assisted Learning, 36(6), 1011-1025. https://doi.org/10.1111/jcal.12456
Published inJournal of Computer Assisted Learning
© 2020 John Wiley & Sons Ltd
We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5?hr 44?min. The results revealed no differences in the development of reading or spelling skills between GL players and the control group. However, pre-training self-efficacy moderated the effect among GL Reading players: children with high self-efficacy developed more than the control group in word reading fluency, whereas children with low self-efficacy developed less than the control group in spelling. ...
ISSN Search the Publication Forum0266-4909
Publication in research information system
MetadataShow full item record
Additional information about fundingAcademy of Finland, Grant/Award Numbers: 311737, 292493
Showing items with similar title or keywords.
Supporting struggling readers with digital game-based learning Ronimus, Miia; Eklund, Kenneth; Pesu, Laura; Lyytinen, Heikki (Springer US, 2019)This study investigates the effectiveness of a digital game—GraphoLearn (GL)—in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills. The participants (N = 37) ...
Reading Difficulties Identification : A Comparison of Neural Networks, Linear, and Mixture Models Psyridou, Maria; Tolvanen, Asko; Patel, Priyanka; Khanolainen, Daria; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna (Taylor & Francis, 2023)Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural ...
GraphoLearn SI : Digital learning support for reading difficulties in a transparent orthography Borleffs, Elisabeth; Zwarts, Frans; Siregar, Ade R.; Maassen, Ben A. M. (Jyväskylän Yliopisto, 2020)Recognition of the importance of evidence-based technological tools that provide personalized learning opportunities is growing. This paper reports on a pilot study evaluating GraphoLearn for Standard Indonesian, a digital ...
Assessing reading and online research comprehension : Do difficulties in attention and executive function matter? Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Anmarkrud, Øistein; Leppänen, Paavo H.T. (Elsevier BV, 2021)This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice ...
Specificity of Reading Self-Efficacy Among Primary School Children Peura, Pilvi; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Usher, Ellen L.; Sorvo, Riikka; Klassen, Robert M.; Aro, Mikko (Routledge, 2019)We investigated the specificity of reading self-efficacy among second- to fifth-grade children in Finland (N = 1,327). Bandura (1997 Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. ...