Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment

Lyytinen, Heikki; Semrud‐Clikeman, Margaret; Li, Hong; Pugh, Kenneth R.; Richardson, Ulla

doi:10.3389/fpsyg.2021.566220

Cited by 13 publications

(10 citation statements)

References 43 publications

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“…GraphoLearn (GL; formerly known as GraphoGame), is a globally studied computer-assisted reading intervention which uses systematic phonics to train the connections between spoken and written language (Lyytinen et al, 2009;Lyytinen et al, 2021;. Numerous studies have provided evidence for the explicit training of phonological skills and letter-sound linkages in helping poor readers develop understanding of the alphabetic principle (see Hatcher et al, 1994Hatcher et al, , 2004, even for ELLs (Stuart, 1999).…”

Section: Grapholearnmentioning

confidence: 99%

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Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Patel

Torppa

Aro

et al. 2021

Computer Assisted Learning

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Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use rote-methods of literacy instruction.Objectives: We aimed to examine the efficacy of GraphoLearn (GL) English Rime, a computer-assisted reading intervention, in improving the foundational literacy skills of 1st and 2nd grade students who were attending an English medium school in India.Methods: A total of 136 students across 6 classrooms were randomly allocated to play either GL or a control math game over a 5-week intervention period. Students were pre-and post-tested on various English literacy skills using tasks built into the GL software as well as through oral and paper-based tasks.Results and Conclusions: Students who played GL showed significantly greater and faster development on in-game measures of letter-sound knowledge, rime unit recognition, and word recognition as compared to students who did not play GL. In addition, GL resulted in greater effects on these measures for students with stronger English literacy skills prior to the start of the intervention. No differences were found between groups on the oral and paper-based tasks.Implications: GL was able to quickly and effectively teach critical sub-skills for reading. However, a lack of effects on the out-of-game measures opens the door for further discussion on the successful implementation of such interventions.

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Section: Grapholearnmentioning

confidence: 99%

“…GL promotes these skills using adaptive technology, allowing for individualized practice. Implemented in more than 20 countries across various languages, there is a growing evidence base for the use of GL around the globe (Lyytinen et al, 2021;.…”

Section: Grapholearnmentioning

confidence: 99%

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Patel

Torppa

Aro

et al. 2021

Computer Assisted Learning

Self Cite

View full text Add to dashboard Cite

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“…Mobile learning games have been shown to have significant impacts on language learning. Mobile learning games have gained considerable popularity among young learners in recent years, and many researchers believe that such games can enhance the teaching-learning environment (Yamato, Corrêa, & Martins2017;Chaves et al, 2018;Bhide et al, 2019;Vanbecelaere et al, 2019;Juhani Lyytinen, Semrud-Clikeman, Pugh & Richardson, 2021;Alotaibi, & Alharbi,2022;Amorim et al, 2022). According to Johnson et al, (2013), mobile learning games significantly promote engagement, creativity, and authentic learning.…”

Section: Literature Review Mobile Learning Gamesmentioning

confidence: 99%

“…Several studies (Yamato et al, 2017;Chaves et al, 2018;& Wijaya, 2018;Juhani et al, 2021;Amorim et al, 2022) have examined the impacts of mobile game use on young learners' orthography skills, and have reported significant performance improvements among learners and positive attitudes towards the use of these games. Yamato et al (2017) designed a mobile game named "AmarganA" to enhance players' knowledge of Portuguese orthography.…”

Section: Mobile Games and Young Learners' Orthography Skillsmentioning

confidence: 99%

Integrating Mobile Games in Arabic Orthography Classrooms

Al-Razgan¹,

Alotaibi²

2022

AWEJ

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Considerable advances in the capabilities of modern mobile devices have enabled their use as powerful educational tools. Today, mobile learning games are widely used as creative platforms for teaching and learning, offering enjoyable and ubiquitous educational content. This study describes the design and evaluation of a mobile Arabic orthography game aimed at improving Arabic orthographical skills among young learners. In particular, 52 female fourth-grade students participated in this study to answer the following research questions: what impact does the use of mobile Arabic orthography games have on students’ performance, and how do students perceive this learning approach? A mixed-method research design was adopted to answer these research questions, including pre-and post-tests, interviews, and classroom observations. Analysis of the data revealed that, although there were a few challenges involved in using mobile games as a learning tool, significant improvements were found in students’ performance and engagement, and positive attitudes were developed towards using the mobile game. In addition, there was an overall increase in students’ motivation and interaction. The pedagogical implications of these findings can be linked to the gamification of the teaching and learning environments. Teachers are encouraged to consider integrating mobile educational games into their instructional approaches, as they can serve as great incentives to learning (especially for young students).

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“…In addition, the game has shown promise for helping second language readers [120]. Today, GraphoGame is in use by more than 1.5 million children all over the world (please see Lyytinen et al [121] for the most recent summary of global research and use).…”

Section: Prevention and Interventionmentioning

confidence: 99%

Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

et al. 2021

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This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identification differentiated the family risk group from the control group and predicted reading speed until the age of 14 years. Early oral language skills, phonological processing skills, rapid automatized naming, and letter knowledge differentiated the groups from ages 2.5–3.5 years onwards and predicted dyslexia and reading development, including reading comprehension, until adolescence. The home environment, a child’s interest in reading, and task avoidance were not different in the risk group but were found to be additional predictors of reading development. Based on the JLD findings, preventive and intervention methods utilizing the association learning approach have been developed.

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Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment

Cited by 13 publications

References 43 publications

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Integrating Mobile Games in Arabic Orthography Classrooms

Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

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