2017
DOI: 10.1080/02103702.2016.1263451
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Impact of a computer-based intervention in Chilean children at risk of manifesting reading difficulties / Impacto de una intervención basada en ordenador en niños chilenos con riesgo de manifestar dificultades lectoras

Abstract: Reading difficulties have reached a prevalence of 3-10% in schoolage children. Those who present these difficulties avoid reading and benefit very little from school-based learning opportunities, resulting in maladjustments, dropping out of school and having to repeat grades. Presented here are the results of an intervention based on a computer game intended for explicit phonic training in first-grade school children at risk of possessing reading difficulties. Fifty-six children from a low socioeconomic status… Show more

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Cited by 23 publications
(42 citation statements)
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“…Beyond geography, the differentiation possibilities have prompted individual studies of diverse, at-risk learners (see Table 1 for details). Researchers have explored GG's effect on L2 readers (e.g., Oksanen, 2010;Patel, 2018), bilingual students reading in two languages (Baker et al, 2017), and students low socioeconomic backgrounds (Rosas, Escobar, Ramírez, Meneses, & Guajardo, 2017). Researchers have also considered effects for students with cognitive challenges, including rapid automatized naming (Heikkilä, Aro, Närhi, Westerholm, & Ahonen, 2013) and short-term memory (Hintikka, Aro, & Lyytinen, 2005).…”
Section: Gg's Origin and Scopementioning
confidence: 99%
“…Beyond geography, the differentiation possibilities have prompted individual studies of diverse, at-risk learners (see Table 1 for details). Researchers have explored GG's effect on L2 readers (e.g., Oksanen, 2010;Patel, 2018), bilingual students reading in two languages (Baker et al, 2017), and students low socioeconomic backgrounds (Rosas, Escobar, Ramírez, Meneses, & Guajardo, 2017). Researchers have also considered effects for students with cognitive challenges, including rapid automatized naming (Heikkilä, Aro, Närhi, Westerholm, & Ahonen, 2013) and short-term memory (Hintikka, Aro, & Lyytinen, 2005).…”
Section: Gg's Origin and Scopementioning
confidence: 99%
“…Under these circumstances, the Pinyin GraphoGame may be a useful intervention tool because it involves relatively few resources, is adapted to the level of each child, and is user‐friendly. Inspired by the positive effects of adaptive game interventions on low‐SES populations reported in previous research (e.g., Rosas, Escobar, Ramírez, Meneses, & Guajardo, 2017; Wilson, Dehaene, Dubois, & Fayol, 2009), we designed an Android version of the Pinyin GraphoGame for this study.…”
Section: The Present Studymentioning
confidence: 99%
“…O tempo de intervenção com os jogos digitais teve grande variação, pois tivemos períodos de tempo entre 3 e 28 horas. Do total de pesquisas experimentais, seis delas somaram de 6 a 15 horas de intervenção, durante 5 a 12 semanas (ECALLE et al, 2009;FRANCESCHINI et al, 2017;KYLE et al, 2013;ŁUNIEWSKA et al, 2018;RICHARDSON;LYYTINEN, 2014;ROSAS et al, 2017); duas pesquisas tiveram três horas de intervenção em média (FARIAS; COSTA; SANTOS, 2013; KARTAL; TERZIYAN, 2015); e apenas uma pesquisa teve uma média superior a 28 horas de intervenção, focada em múltiplas habilidades de leitura com jogos que trabalham a consciência fonológica (JAMSHIDIFARSANI et al, 2019).…”
Section: Web Of Scienceunclassified
“…Em relação, ao número de participantes, quatro pesquisas possuíam acima de 60, chegando a 151 participantes (ŁUNIEWSKA et al, 2018;RONIMUS et al, 2014;RICHARDSON;LYYTINEN, 2014;ROSAS et al, 2017). Na maioria dos artigos (n = 8), a amostra foi composta por uma quantidade de participantes que variou entre 10 e 32 (ECALLE et al, 2009;FARIAS, COSTA, SANTOS, 2013;FRANCESCHINI et al, 2017;FRANCESCHINI;BERTONI, 2019;KARTAL;TERZIYAN, 2015;KULJU;MÄKINEN, 2019;KYLE et al, 2013;SKIADA et al, 2014).…”
Section: Web Of Scienceunclassified
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