A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India : A randomized controlled trial (2022)
Patel, P., Torppa, M., Aro, M., Richardson, U., & Lyytinen, H. (2022). Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India : A randomized controlled trial. Journal of Computer Assisted Learning, 38(1), 76-89. https://doi.org/10.1111/jcal.12592
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Patel, Priyanka; Torppa, Minna; Aro, Mikko; Richardson, Ulla; Lyytinen, Heikki
Lehti tai sarja: Journal of Computer Assisted Learning
ISSN: 0266-4909
eISSN: 1365-2729
Julkaisuvuosi: 2022
Ilmestymispäivä: 19.08.2021
Volyymi: 38
Lehden numero: 1
Artikkelin sivunumerot: 76-89
Kustantaja: John Wiley & Sons
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1111/jcal.12592
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/77449
Tiivistelmä
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.
YSO-asiasanat: lukutaito; lukeminen; tietokoneavusteinen oppiminen; opetusteknologia; englannin kieli; lapset (ikäryhmät); opetusmenetelmät; pelaaminen
Vapaat asiasanat: educational technology; English language learners; GraphoLearn; India; intervention; phonics
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 2
