In search of a science‐based application: A learning tool for reading acquisition

Lyytinen, Heikki; Erskine, Jane; Kujala, Janne V.; Ojanen, Emma; Richardson, Ulla

doi:10.1111/j.1467-9450.2009.00791.x

Cited by 121 publications

(121 citation statements)

References 27 publications

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“…This study explored phonological processing skills, lexical access and letter knowledge in 48 children (32 DHH and 16 NH) who took part in an internet-based computer-assisted study that focused on phoneme-grapheme correspondence training [23]. The first purpose was to examine phonological processing skills, lexical access and letter knowledge at two baselines pre intervention in the different groups of children.…”

Section: Discussionmentioning

confidence: 99%

“…The computer-assisted intervention was accomplished by means of an originally Finnish-Swedish version of Graphogame [23,24,33,34] translated into standard Swedish. The program focuses on the correspondence between phonemes and graphemes [35,36].…”

Section: Intervention Program and Settingmentioning

confidence: 99%

“…It enables individual intervention since it adapts itself to each child's level of performance. An algorithm in the program presents approximately 20 % of the items from the pool of new connections, yet to be learned, in such a way that they benefit the player's learning optimally [23]. The training program demonstrates how to blend isolated sounds into syllables and words and, thus, offers basic exercises for spelling.…”

Section: Intervention Program and Settingmentioning

confidence: 99%

“…There were several reasons behind the choice of a computer-assisted intervention program (Graphogame, [23]), delivered by means of the Internet. First, families were spread over a relatively large geographical area, which ruled out the possibility of a daily face-to-face practice with a speech and language pathologist.…”

Section: Introductionmentioning

confidence: 99%

“…First, families were spread over a relatively large geographical area, which ruled out the possibility of a daily face-to-face practice with a speech and language pathologist. Second, Graphogame is an established intervention program [23] with documented positive outcome for children with specific reading difficulties [18,[23][24][25][26][27]. Third, the phonological deficit in children with dyslexia is recognized among the vast majority of researchers in the field.…”

Section: Introductionmentioning

confidence: 99%

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Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

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Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention.Study the effects of computer-assisted phoneme-grapheme correspondence training in the children.Specifically analyze possible effects on DHH children's phonological processing skills. Methods:The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3, post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence. Conclusion:For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.2

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Section: Discussionmentioning

confidence: 99%

Section: Intervention Program and Settingmentioning

confidence: 99%

Section: Intervention Program and Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

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Parental Literacy Predicts Children's Literacy: A Longitudinal Family‐Risk Study

et al. 2011

Self Cite

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This family-risk (FR) study examined whether the literacy skills of parents with dyslexia are predictive of the literacy skills of their offspring. We report data from 31 child-parent dyads where both had dyslexia (FR-D) and 68 dyads where the child did not have dyslexia (FR-ND).Findings supported the differences in liability of FR children with and without dyslexia: the parents of the FR-D children had more severe difficulties in pseudoword-reading and spelling accuracy, in rapid word recognition, and in text-reading fluency than the parents of the FR-ND children. Finally, parental skills were found to be significant predictors of children's Grade 3 reading and spelling. Parental skills predicted children's reading and spelling accuracy even after controlling for children's preschool skills. Our findings suggest that the literacy skills of a parent with dyslexia might be valuable in assessing early on their child's liability to dyslexia.

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Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia

et al. 2016

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Learning letter-speech sound correspondences is a major step in reading acquisition and is severely impaired in children with dyslexia. Up to now, it remains largely unknown how quickly neural networks adopt specific functions during audiovisual integration of linguistic information when prereading children learn letter-speech sound correspondences. Here, we simulated the process of learning letter-speech sound correspondences in 20 prereading children (6.13-7.17 years) at varying risk for dyslexia by training artificial letter-speech sound correspondences within a single experimental session. Subsequently, we acquired simultaneously event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) scans during implicit audiovisual presentation of trained and untrained pairs. Audiovisual integration of trained pairs correlated with individual learning rates in right superior temporal, left inferior temporal, and bilateral parietal areas and with phonological awareness in left temporal areas. In correspondence, a differential left-lateralized parietooccipitotemporal ERP at 400 ms for trained pairs correlated with learning achievement and familial risk. Finally, a late (650 ms) posterior negativity indicating audiovisual congruency of trained pairs was associated with increased fMRI activation in the left occipital cortex. Taken together, a short (<30 min) letter-speech sound training initializes audiovisual integration in neural systems that are responsible for processing linguistic information in proficient readers. To conclude, the ability to learn grapheme-phoneme correspondences, the familial history of reading disability, and phonological awareness of prereading children account for the degree of audiovisual integration in a distributed brain network. Such findings on emerging linguistic audiovisual integration could allow for distinguishing between children with typical and atypical reading development. Hum Brain Mapp 38:1038-1055, 2017. © 2016 Wiley Periodicals, Inc.

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In search of a science‐based application: A learning tool for reading acquisition

Cited by 121 publications

References 27 publications

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Parental Literacy Predicts Children's Literacy: A Longitudinal Family‐Risk Study

Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia

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