dc.contributor.author | Lassault, Julie | |
dc.contributor.author | Sprenger-Charolles, Liliane | |
dc.contributor.author | Albrand, Jean-Patrice | |
dc.contributor.author | Alavoine, Edouard | |
dc.contributor.author | Richardson, Ulla | |
dc.contributor.author | Lyytinen, Heikki | |
dc.contributor.author | Ziegler, Johannes C. | |
dc.date.accessioned | 2022-03-28T06:31:10Z | |
dc.date.available | 2022-03-28T06:31:10Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Lassault, J., Sprenger-Charolles, L., Albrand, J.-P., Alavoine, E., Richardson, U., Lyytinen, H., & Ziegler, J. C. (2022). Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School. <i>Scientific Studies of Reading</i>, <i>26</i>(6), 449-468. <a href="https://doi.org/10.1080/10888438.2022.2052884" target="_blank">https://doi.org/10.1080/10888438.2022.2052884</a> | |
dc.identifier.other | CONVID_117406317 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/80388 | |
dc.description.abstract | Purpose
This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921).
Method
The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects.
Results
We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific.
Conclusions
Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Taylor & Francis | |
dc.relation.ispartofseries | Scientific Studies of Reading | |
dc.rights | CC BY-NC-ND 4.0 | |
dc.title | Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202203282073 | |
dc.contributor.laitos | Soveltavan kielentutkimuksen keskus | fi |
dc.contributor.laitos | Psykologian laitos | fi |
dc.contributor.laitos | Centre for Applied Language Studies | en |
dc.contributor.laitos | Department of Psychology | en |
dc.contributor.oppiaine | Psykologia | fi |
dc.contributor.oppiaine | Psychology | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 449-468 | |
dc.relation.issn | 1088-8438 | |
dc.relation.numberinseries | 6 | |
dc.relation.volume | 26 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | matemaattiset taidot | |
dc.subject.yso | alakoululaiset | |
dc.subject.yso | tietokoneavusteinen oppiminen | |
dc.subject.yso | lukutaito | |
dc.subject.yso | oppimispelit | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p23002 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p38259 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p7221 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p11405 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p23092 | |
dc.rights.url | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.relation.doi | 10.1080/10888438.2022.2052884 | |
jyx.fundinginformation | This research has been supported by the French National Agency for Research (ANR) through the GraphoGame project (ANR-13-APPR-0003), the eFRAN Lemon project, the Institute of Convergence ILCB (ANR-16-CONV-0002) and the Excellence Initiative of Aix-Marseille University A*MIDEX (ANR-11-IDEX-0001-02). The work that led to this
publication has also been supported by AMPIRIC, a center of excellence on research in education and teacher training. | |
dc.type.okm | A1 | |