6533b7cefe1ef96bd1257924

RESEARCH PRODUCT

Computer-Assisted Reading and Spelling Intervention with Graphogame Fluent Portuguese

Lénia CarvalhaisSão Luís CastroUlla Richardson

subject

media_common.quotation_subjectFirst language05 social sciences050301 education050105 experimental psychologylanguage.human_languageSpellingLiteracyReading (process)Intervention (counseling)languageMathematics educationComputer-Assisted Intervention0501 psychology and cognitive sciencesPortuguese0503 educationNeurocognitivemedia_common

description

Learning to master reading and spelling can be assisted by communication technologies, ever more common among children. The aim of this study was to investigate whether a new science-based computer-assisted intervention could improve reading and spelling in 2nd graders at risk to fail literacy acquisition. Participants were 7-year-old monolingual children identified as having reading difficulties in their native language, Portuguese. Following neurocognitive assessment, the children were divided into two matched groups (N = 15 × 2), one to be trained with Graphogame Fluent Portuguese that we developed (target intervention) and the other with an analogous Graphogame in mathematics (control intervention) as supplement to regular classroom instruction. After 7-h training, the target group made greater progress in reading and spelling than the control group. These results show that Graphogame Fluent Portuguese allowed struggling beginning readers to improve reading and spelling and thus is a promising tool for early intervention in reading difficulties in Portuguese.

yearjournalcountryeditionlanguage
2018-01-01
https://doi.org/10.1007/978-3-319-77712-2_140