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(Swiss) GraphoLearn: an app-based tool to support beginning readers


Mehringer, Hannah; Fraga-González, Gorka; Pleisch, Georgette; Röthlisberger, Martina; Aepli, Franziska; Keller, Vera; Karipidis, Iliana I; Brem, Silvia (2020). (Swiss) GraphoLearn: an app-based tool to support beginning readers. Research and Practice in Technology Enhanced Learning, 15:5.

Abstract

We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software.

Abstract

We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software.

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Item Type:Journal Article, refereed, original work
Communities & Collections:04 Faculty of Medicine > Psychiatric University Hospital Zurich > Department of Child and Adolescent Psychiatry
04 Faculty of Medicine > Neuroscience Center Zurich
Dewey Decimal Classification:610 Medicine & health
Scopus Subject Areas:Social Sciences & Humanities > Social Psychology
Social Sciences & Humanities > Education
Physical Sciences > Media Technology
Social Sciences & Humanities > Management of Technology and Innovation
Language:English
Date:28 February 2020
Deposited On:11 Jan 2021 07:16
Last Modified:01 Feb 2021 16:18
Publisher:SpringerOpen
ISSN:1793-7078
OA Status:Gold
Free access at:PubMed ID. An embargo period may apply.
Publisher DOI:https://doi.org/10.1186/s41039-020-0125-0
PubMed ID:32175013

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