Les outils numériques d’aide à l’apprentissage de la lecture

Lassault, Julie; Ziegler, Johannes C.

doi:10.3917/lf.199.0111

Cited by 6 publications

(2 citation statements)

References 26 publications

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“…GraphoGame© [74], a computer-based reading training program, was developed to foster orthography-phonology associations at multiple grain sizes and automatize orthographyphonology integration through the simultaneous and repeated audio-visual presentation of letters, syllables, words, and sentences in a highly playful interface. Developed in Finland the program has been adapted for French [75] and other languages [76][77][78][79][80]. A meta-analysis found positive effects of intervention using GraphoGame (GG) if the program was accompanied by a tutor [81].…”

Section: Background {6a}mentioning

confidence: 99%

Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial

et al. 2022

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Background Developmental dyslexia, a specific and long-lasting learning disorder that prevents children from becoming efficient and fluent readers, has a severe impact on academic learning and behavior and may compromise professional and social development. Most remediation studies are based on the explicit or implicit assumption that dyslexia results from a single cause related to either impaired phonological or visual-attentional processing or impaired cross-modal integration. Yet, recent studies show that dyslexia is multifactorial and that many dyslexics have underlying deficits in several domains. The originality of the current study is to test a remediation approach that trains skills in all three domains using different training methods that are tailored to an individual’s cognitive profile as part of a longitudinal intervention study. Methods This multicenter randomized crossover study will be conducted in three phases and will involve 120 dyslexic children between the ages of 8 and 13 years. The first phase serves as within-subject baseline period that lasts for 2 months. In this phase, all children undergo weekly speech-language therapy sessions without additional training at home (business-as-usual). During the second phase, all dyslexics receive three types of intensive interventions that last 2 month each: Phonological, visual-attentional, and cross-modal. The order of the first two interventions (phonological and visual-attentional) is swapped in two randomly assigned groups of 60 dyslexics each. This allows one to test the efficacy and additivity of each intervention (against baseline) and find out whether the order of delivery matters. During the third phase, the follow-up period, the intensive interventions are stopped, and all dyslexics will be tested after 2 months. Implementation fidelity will be assessed from the user data of the computerized intervention program and an “intention-to-treat” analysis will be performed on the children who quit the trial before the end. Discussion The main objective of this study is to assess whether the three types of intensive intervention (phase 2) improve reading skills compared to baseline (i.e., non-intensive intervention, phase 1). The secondary objectives are to evaluate the effectiveness of each intervention and to test the effects of order of delivery on reading intervention outcomes. Reading comprehension, spelling performance and reading disorder impact of dyslexic readers are assessed immediately before and after the multimodal intervention and 2 months post-intervention. Trial registration ClinicalTrials.gov, NCT04028310. Registered on July 18, 2019.

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Section: Background {6a}mentioning

confidence: 99%

Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial

et al. 2022

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“…Third, regarding reading skills and technology, Lassault and Ziegler (2018) stressed that digital technology can offer "first-aid" solutions for training reading skills within the school environment well before children fall behind. The advancement in technology and the amount of individual usage of these technological tools can positively influence the achievements of students.…”

Section: Technology and English Language Educationmentioning

confidence: 99%

The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

Badi

Osman

Abdo³

2020

JED

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The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the academic writing skills of Year 1 Omani EFL students in the College of Applied Science, (CAS)-Sohar and their attitudes towards using VWT software to enhance their academic writing skills. The sample consisted of 35 students in the control group and 35 in the experimental group (Total N= 70) who were enrolled in the English for Academic Purposes (ENAP1002) course at CAS-Sohar. The data collection tools included pre-test and post-test for the two groups, and attitude scale for the experimental group. The findings of the study showed a positive large effect size (Cohen’s d = 0.88) of VWT on writing skills. In addition, Year 1 students in the experimental group enjoyed using the VWT software and found it beneficial and helpful in checking the accuracy of their essays including spelling, punctuation, grammar and vocabulary. In light of the research findings, implications and recommendations for future research were outlined.

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Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School

Lassault

Sprenger-Charolles

Albrand

et al. 2022

Scientific Studies of Reading

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Les outils numériques d’aide à l’apprentissage de la lecture

Cited by 6 publications

References 26 publications

Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial

Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial

The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School

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