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. ...
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.
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Utriainen, Jukka; Aro, Mikko; Leu, Donald J.; Leppänen, Paavo H. T. (Wiley, 2022)This study identified online research and comprehension (ORC) performance profiles of 436 sixth-grade students (206 girls) aged 12–13 years. We included learner groups with different learning-related difficulties and ...
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 ...
Niemelä, Marko, Kärkkäinen, Tommi; Äyrämö, Sami; Ronimus, Miia; Richardson, Ulla; Lyytinen, Heikki (Wiley-Blackwell, 2020)Serious games are designed to improve learning instead of providing only entertainment. Serious games analytics can be used for understanding and enhancing the quality of learning with serious games. One challenge in ...
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 ...
Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9 Khanolainen, Daria; Psyridou, Maria; Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija; Torppa, Minna (Frontiers Media SA, 2020)This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development ...