A1 Journal article (refereed)
A mobile game as a support tool for children with severe difficulties in reading and spelling (2020)

Ronimus, M., Eklund, K., Westerholm, J., Ketonen, R., & Lyytinen, H. (2020). A mobile game as a support tool for children with severe difficulties in reading and spelling. Journal of Computer Assisted Learning, 36(6), 1011-1025. https://doi.org/10.1111/jcal.12456

JYU authors or editors

Publication details

All authors or editors: Ronimus, Miia; Eklund, Kenneth; Westerholm, Jari; Ketonen, Ritva; Lyytinen, Heikki

Journal or series: Journal of Computer Assisted Learning

ISSN: 0266-4909

eISSN: 1365-2729

Publication year: 2020

Volume: 36

Issue number: 6

Pages range: 1011-1025

Publisher: Wiley-Blackwell

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1111/jcal.12456

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/69701

Web address of parallel published publication (pre-print): https://jyx.jyu.fi/handle/123456789/69701

Abstract

We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5?hr 44?min. The results revealed no differences in the development of reading or spelling skills between GL players and the control group. However, pre-training self-efficacy moderated the effect among GL Reading players: children with high self-efficacy developed more than the control group in word reading fluency, whereas children with low self-efficacy developed less than the control group in spelling.

Keywords: reading; ability to write; literacy; learning difficulties; reading disorders; reading comprehension; mobile games; mobile learning; independent initiative

Free keywords: GraphoLearn; mobile learning; reading; self-efficacy; serious game

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 2