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dc.contributor.authorCarvalhais, Lénia
dc.contributor.authorLimpo, Teresa
dc.contributor.authorRichardson, Ulla
dc.contributor.authorCastro, São Luís
dc.date.accessioned2020-07-16T05:51:21Z
dc.date.available2020-07-16T05:51:21Z
dc.date.issued2020
dc.identifier.citationCarvalhais, L., Limpo, T., Richardson, U., & Castro, S. L. (2020). Effects of the Portuguese GraphoGame on Reading, Spelling, and Phonological Awareness in Second Graders Struggling to Read. <i>The Journal of Writing Research</i>, <i>12</i>(1), 9-34. <a href="https://doi.org/10.17239/jowr-2020.12.01.02" target="_blank">https://doi.org/10.17239/jowr-2020.12.01.02</a>
dc.identifier.otherCONVID_41604190
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/71188
dc.description.abstractThe interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and phonological awareness. Second graders struggling to read were randomly assigned to two groups: GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading intervention, or GraphoGame Math group (n = 15), which received a computer-assisted numeracy intervention. An additional, non-playing group, composed by second graders without reading difficulties, was formed (business-as-usual group, n = 15). Results showed clear benefits of GraphoGame on spelling and phonological awareness. After the intervention and one month later, the GraphoGame Fluent group displayed spelling and phonological awareness skills similar to the business-as-usual group, and above the GraphoGame Math group. Overall, these findings indicate that Portuguese struggling readers benefit from computer-assisted interventions that combine letter-sound correspondences with more complex orthographic patterns.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherUniversiteit Antwerpen
dc.relation.ispartofseriesThe Journal of Writing Research
dc.rightsCC BY-NC-ND 3.0
dc.subject.otherGraphoGame
dc.titleEffects of the Portuguese GraphoGame on Reading, Spelling, and Phonological Awareness in Second Graders Struggling to Read
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202007165345
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosCentre for Applied Language Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange9-34
dc.relation.issn2030-1006
dc.relation.numberinseries1
dc.relation.volume12
dc.type.versionpublishedVersion
dc.rights.copyright© Authors, 2020
dc.rights.accesslevelopenAccessfi
dc.subject.ysokielen oppiminen
dc.subject.ysokielellinen kehitys
dc.subject.ysolukihäiriöt
dc.subject.ysotietokoneavusteinen oppiminen
dc.subject.ysooppimispelit
dc.subject.ysolukutaito
dc.subject.ysofonologinen tietoisuus
dc.subject.ysooikeinkirjoitus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p10162
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p7221
jyx.subject.urihttp://www.yso.fi/onto/yso/p23092
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p23025
jyx.subject.urihttp://www.yso.fi/onto/yso/p9484
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/3.0/
dc.relation.doi10.17239/jowr-2020.12.01.02
jyx.fundinginformationThe research was supported by the Portuguese Foundation for Science and Technology (Grant SFRH/BPD/ 65831/2009, attributed to the first author).


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 3.0