Computer-based training with ortho-phonological units in dyslexic children: new investigations
| Autor: | Jean-Emile Gombert, Jean Ecalle, Houria Bouchafa, Annie Magnan |
|---|---|
| Přispěvatelé: | Centre de Recherches en Psychologie Cognition et Communication (CRPCC EA 1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-MEN : EA1285-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES) |
| Rok vydání: | 2008 |
| Předmět: |
Adolescent
media_common.quotation_subject [SHS.PSY]Humanities and Social Sciences/Psychology Experimental and Cognitive Psychology Speech Therapy 050105 experimental psychology Literacy Education Task (project management) Dyslexia Phonological awareness Reading (process) Developmental and Educational Psychology medicine new investigations Humans 0501 psychology and cognitive sciences dyslexic children Child ComputingMilieux_MISCELLANEOUS media_common Language Tests 4. Education 05 social sciences 050301 education General Medicine medicine.disease Spelling Computer game Reading Word recognition Language Therapy Psychology 0503 education Cognitive psychology Computer-Assisted Instruction |
| Zdroj: | Dyslexia Dyslexia, Wiley, 2009, pp.218-238 |
| ISSN: | 1099-0909 1076-9242 |
| Popis: | This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used. The main findings indicated an improvement in reading scores after short intensive training (10 h) in Experiment 1 and progress in the reading and spelling scores obtained by the dyslexic children (training for 8 h) in Experiment 2. These results are discussed within the frameworks of both the speech-specific deficit theory of dyslexia and the connectionist models of reading development. |
| Databáze: | OpenAIRE |
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