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RESEARCH PRODUCT
Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment
Kenneth R. PughMargaret Semrud-clikemanUlla RichardsonHeikki LyytinenHong Lisubject
media_common.quotation_subjectlcsh:BF1-990kirjoitusjärjestelmätFace (sociological concept)GraphoGameReview050105 experimental psychologydigital learning gamekielellinen kehitysReading (process)dyslexiakielen omaksuminenmedicineMathematics educationdysleksiaPsychology0501 psychology and cognitive sciencesAssociation (psychology)interventioGeneral Psychologyinterventionmedia_commonorthographyreading acquisitionLearning environment05 social sciencesDyslexia050301 educationoikeinkirjoitusmedicine.diseaseoppimispelitSpellinglcsh:PsychologyWriting systemGraphoLearn technologylukutaitowriting systemlukihäiriötPsychology0503 educationdigitaaliset pelitOrthographydescription
This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn (GL) technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning decoding skills among children independent of whether they face difficulties resulting from educational, social, or biological reasons.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2021-04-06 | Frontiers in Psychology |