Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment.
GraphoGame
GraphoLearn technology
digital learning game
dyslexia
intervention
orthography
reading acquisition
writing system
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2021
2021
Historique:
received:
27
05
2020
accepted:
16
02
2021
entrez:
23
4
2021
pubmed:
24
4
2021
medline:
24
4
2021
Statut:
epublish
Résumé
This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn (GL) technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning decoding skills among children independent of whether they face difficulties resulting from educational, social, or biological reasons.
Identifiants
pubmed: 33889104
doi: 10.3389/fpsyg.2021.566220
pmc: PMC8056119
doi:
Types de publication
Journal Article
Review
Langues
eng
Pagination
566220Subventions
Organisme : NICHD NIH HHS
ID : R01 HD086168
Pays : United States
Organisme : NICHD NIH HHS
ID : R37 HD090153
Pays : United States
Organisme : NCATS NIH HHS
ID : UL1 TR001863
Pays : United States
Informations de copyright
Copyright © 2021 Juhani Lyytinen, Semrud-Clikeman, Li, Pugh and Richardson.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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