Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports

Autor/inn/en	Elimelech, Adi; Aram, Dorit
Titel	Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports
Quelle	In: Reading Research Quarterly, 55 (2020) 2, S.235-250 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.264
Schlagwörter	Educational Games; Video Games; Spelling; Emergent Literacy; Auditory Stimuli; Visual Stimuli; Preschool Children; Preschool Education; Low Income Students; Semitic Languages; Program Effectiveness; Phoneme Grapheme Correspondence; Phonological Awareness; Decoding (Reading); Oral Language; Visual Perception; Psychomotor Skills; Skill Development + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Video game; Videospiel; Videospiele; Schreibweise; Frühleseunterricht; Auditive Stimulation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Arabisch; Hebräisch; Dekodierung; Oral interpretation; Mündlicher Sprachgebrauch; Visuelle Wahrnehmung; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The authors developed a digital spelling game to promote children's early literacy skills. Based on the dual-coding theory, the authors studied the benefits of auditory support alone versus auditory+visual support. Children played the game in three conditions: no support, hearing the whole word; auditory-only support, hearing a word segmented; and auditory+visual support, hearing the word segmented together with seeing the highlighted position of the letters. The participants were 129 Hebrew-speaking children (mean age = 5.7 years) from five preschools located in low-socioeconomic status neighborhoods. Children were randomly divided into one of the four groups (the three intervention conditions and a comparison group that did not play the game but watched electronic books). Children in each of the four groups participated in eight 20-minute sessions over the course of one month (two sessions per week). Children's letter knowledge (letter names and sounds), phonological awareness (word segmentation), word spelling, and word decoding were assessed before and after the intervention. Children's visuomotor and oral skills were assessed and controlled for in the analyses. Generalized estimating equations regressions showed that the auditory+visual support and auditory-only support groups scored higher on the posttest than the no-support and comparison groups in letter knowledge, phonological awareness, word spelling, and word decoding. The no-support group scored higher than the comparison group only in letter knowledge. The authors highlight ways for promoting children's understanding of the writing system and demonstrate the effectiveness of a computerized game adapted to the orthography in promoting basic early literacy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01