Search results for "Computer-assisted intervention"
showing 6 items of 6 documents
Computer-assisted Interventions on Basic Number Skills
2014
Computer-assisted interventions (CAI) on basic number skills have been studied over the last 70 years. The technical development from large, room-sized, mainframe computers to handhelds is revising the school pedagogy in a similar fashion to what school books once did. Computers provide a tool for delivering instruction, but still the contents of CAI have followed on the ruling pedagogical trends of the time. The basic models of repetitive practice to gain arithmetic fluency and problem solving–oriented discovery learning can be found from CAI on numerical skills. The increasing knowledge about educational neuroscience has not changed these models, but turned the attention to the details in…
Effects of the Portuguese Graphogame on reading, spelling, and phonological awareness in second graders struggling to read
2020
The interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and phonological awareness. Second graders struggling to read were randomly assigned to two groups: GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading intervention, or GraphoGame Math group (n = 15), which received a computer-assisted numeracy intervention. An additional, non-playing group, composed by second graders without reading difficulties, was formed (business-as-usual group, n = 15). Results showed clear benefits of GraphoGame on spe…
Individual variance in responsiveness to early computerized mathematics intervention
2015
Abstract We examined the effects of short, intensive computerized intervention in early number skills for kindergarteners with poor addition skills (below 1.5 SD ). The mathematical content of the software was hierarchically organized, starting from one-to-one correspondence, comparing and ordering, and proceeding via number concept and counting to basic addition. The results showed positive within-group effects for basic addition (Wilcoxon ES ( r ) = .59), verbal counting (.56), and the Number Sets Test (.45; see Geary, Bailey, & Hoard, 2009 ). The effects remained stable over a 9-week follow-up period. However, there was no significant between-group difference in terms of gain scores as c…
Response to computer-assisted intervention in children most at risk for mathematics difficulties
2015
Evidence of an association between poor early number skills and a high risk for later difficulties in mathematics manifests a need for both early identification of risk and effective prevention of difficulties. However, only a few theory-based assessment and progress monitoring tools, and intervention methods are avail able for this purpose in Finnish pre-primary education. This thesis aimed to examine to what extent a theory-based computer-assisted intervention method (GraphoGame Math, GGM) can support early number skills development in children (67-year-olds) most at risk for mathematics difficulties (MD; defined as performance below the 10th percentile). The specific aims were threefold…
Computer-Assisted Reading and Spelling Intervention with Graphogame Fluent Portuguese
2018
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 i…
Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention
2015
Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial, and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = 0.46, and dot counting fluency, r = 0.52, when practiced with Grap…