Computer‐based training with ortho‐phonological units in dyslexic children: new investigations

Abstract

This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used. The main findings indicated an improvement in reading scores after short intensive training (10 h) in Experiment 1 and progress in the reading and spelling scores obtained by the dyslexic children (training for 8 h) in Experiment 2. These results are discussed within the frameworks of both the speech-specific deficit theory of dyslexia and the connectionist models of reading development.

Computer-based learning of spelling skills in children with and without dyslexia

“…This results in a segmentation of the word in phonemes and supports the association with their graphemes. The visualization of the association between phonemes and graphemes strengthens the phonological awareness similar to the audio-visual phoneme discrimination task used in the software that has been evaluated by Ecalle et al (2009). We believe that another important factor responsible for the enhancement of the spelling skills was the phoneme-based word selection controller.…”

“…In their training tasks, orthographic units have to be discriminated based on simultaneously presented phonological units. This helps to improve both reading and spelling skills in children with dyslexia (Ecalle et al, 2009). An additional multimedia program was developed for children, in order to help them build up a relatively stable phonologically underpinned orthographic representation, particularly for learning words with irregular phoneme-grapheme correspondence in Dutch (Hilte & Reitsma, 2006).…”

“…Ecalle, Magnan, Bouchafa, & Gombert (2009) present a learning software package that includes audio-visual phoneme discrimination tasks. In their training tasks, orthographic units have to be discriminated based on simultaneously presented phonological units.…”

The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discrimination

“…For instance, recent studies conducted in French were interested in implications of intensive audio-visual training focusing on voicing feature to improve phonological skills (e.g., Bedoin, 2003;Écalle, Magnan, Bouchafa, & Gombert, 2009;Magnan, Écalle, Veuillet, & Collet, 2004;Veuillet et al, 2007). Results have evidenced that such training improved categorical perception-i.e., better performances in identification and discrimination tasks-and significantly boosted short-and medium-term performances in GPC manipulations.…”

Evidenzbasierte Interventionsansätze und forschungsbasierte Programme zur Förderung der Leseleistung bei Kindern und Jugendlichen mit Lesestörung – Ein systematischer Review

“…Es werden Aufgaben durchgeführt, in welchen Wortteile (Phoneme, Silben und Morpheme) erkannt, Wörter in kleinere Teile (Laute, Silben, Morpheme) zu untergliedern sind oder Wortteile zu Wörtern zusammengefügt werden müssen (Berninger et al 1999;Magnan et al 2004;Veuillet et al 2007;Ecalle et al 2009). Teilweise werden auch Buchstabengruppen, die eine hohe Vorkommenshäufigkeit in Wörtern aufweisen und dort durch schwierig zu erlesende oder zu verschriftlichende Konsonantencluster gekennzeichnet sind, als Übungsmaterial verwendet (Hintikka et al 2008).…”