nach oben

Journal of Computers in Education

Erschienen in:

10.01.2020

Accelerating reading acquisition and boosting comprehension with a cognitive science-based tablet training

verfasst von: Cassandra Potier Watkins, Julien Caporal, Clément Merville, Sid Kouider, Stanislas Dehaene

Erschienen in: Journal of Computers in Education | Ausgabe 2/2020

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Tablets and computers offer opportunities for learning, but their potential is only as great as the quality of the software they propose. Educational games must not only provide an engaging design, but also be based on principles from cognitive neuroscience and education research, and be evaluated in large-scale classroom tests. Here, we describe ELAN, an adaptive game that supports literacy acquisition through teaching and training phonics. It provides explicit systematic grapheme–phoneme correspondence instruction and reinforces full decoding through reading and spelling practice with 100% decodable text. The game also uses periodical lexical decision tasks to measure the transition from letter-by-letter decoding to fluent word recognition. The software was tested in a randomized control trial in 44 first-grade classrooms (n = 975 French children). Children who used ELAN software during the first term improved relative to two control groups, respectively, using math software or no-tablet “business-as-usual” classrooms. Improvements were significant in reading fluency (one-minute word and pseudo-word reading) and sentence reading comprehension, consistent with the idea that improved decoding can help the child focus on understanding. These results emphasize the importance of early, explicit and systematic phonics training, and provide a new software tool to facilitate it.

Vorheriger Artikel The influence of segmented and complete educational videos on the cognitive load, satisfaction, engagement, and academic achievement levels of learners

Nächster Artikel Gamified flipped EFL classroom for primary education: student and teacher perceptions

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

Bara, F., & Gentaz, E. (2011). Haptics in teaching handwriting: The role of perceptual and visuo-motor skills. Human Movement Science, 30(4), 745–759. https://doi.org/10.1016/j.humov.2010.05.015.CrossRef

Bara, F., Gentaz, E., & Colé, P. (2007). Haptics in learning to read with children from low socio-economic status families. British Journal of Developmental Psychology, 25(4), 643–663. https://doi.org/10.1348/026151007X186643.CrossRef

Bara, F., Gentaz, E., Colé, P., & Sprenger-Charolles, L. (2004). The visuo-haptic and haptic exploration of letters increases the kindergarten-children’s understanding of the alphabetic principle. Cognitive Development, 19(3), 433–449. https://doi.org/10.1016/j.cogdev.2004.05.003.CrossRef

Bara, F., Morin, M.-F., Alamargot, D., & Bosse, M.-L. (2016). Learning different allographs through handwriting: The impact on letter knowledge and reading acquisition. Learning and Individual Differences, 45, 88–94. https://doi.org/10.1016/j.lindif.2015.11.020.CrossRef

Bertrand, D., Fluss, J., Billard, C., & Ziegler, J. C. (2010). Efficacité, sensibilité, spécificité: Comparaison de différents tests de lecture, Abstract. L’Année Psychologique,110(2), 299–320. https://doi.org/10.4074/S000350331000206X.CrossRef

Boles, D. B., & Clifford, J. E. (1989). An upper- and lowercase alphabetic similarity matrix, with derived generation similarity values. Behavior Research Methods, Instruments, & Computers, 21(6), 579–586. https://doi.org/10.3758/BF03210580.CrossRef

Boyer, N., & Ehri, L. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading,15(5), 440–470. https://doi.org/10.1080/10888438.2010.520778.CrossRef

Braibant, J. M., & Gerard, F.-M. (1996). Savoir lire: Question(s) de méthodes? Bulletin de psychologie scolaire et d’orientation, 7-45.

Brankaer, C., Ghesquière, P., & Smedt, B. D. (2017). Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test). Behavior Research Methods, 49(4), 1361–1373. https://doi.org/10.3758/s13428-016-0792-3.CrossRef

Brem, S., Bach, S., Kucian, K., Kujala, J. V., Guttorm, T. K., Martin, E., et al. (2010). Brain sensitivity to print emerges when children learn letter–speech sound correspondences. Proceedings of the National Academy of Sciences United States of America,107(17), 7939–7944. https://doi.org/10.1073/pnas.0904402107.CrossRef

Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24(3), 369–378. https://doi.org/10.1007/s10648-012-9205-z.CrossRef

Castiglioni-Spalten, M. L., & Ehri, L. C. (2003). Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners’ reading and spelling. Scientific Studies of Reading, 7(1), 25–52. https://doi.org/10.1207/S1532799XSSR0701_03.CrossRef

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest,19(1), 5–51. https://doi.org/10.1177/1529100618772271.CrossRef

Cavalli, E., Duncan, L. G., Elbro, C., Ahmadi, A. E., & Colé, P. (2017). Phonemic—Morphemic dissociation in university students with dyslexia: An index of reading compensation? Annals of Dyslexia,67(1), 63–84. https://doi.org/10.1007/s11881-016-0138-y.CrossRef

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin,132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354.CrossRef

Coltheart, M. (2005). Modeling reading: The dual-route approach. In The science of reading: A handbook (pp. 6–23).

Colzato, L. S., van den Wildenberg, W. P. M., Zmigrod, S., & Hommel, B. (2013). Action video gaming and cognitive control: Playing first person shooter games is associated with improvement in working memory but not action inhibition. Psychological Research Psychologische Forschung,77(2), 234–239. https://doi.org/10.1007/s00426-012-0415-2.CrossRef

Cunningham, J. W. (2001). The National Reading Panel Report. Reading Research Quarterly,36(3), 326–335. https://doi.org/10.1598/RRQ.36.3.5.CrossRef

de Graaff, S., Bosman, A. M. T., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading,13(4), 318–333. https://doi.org/10.1080/10888430903001308.CrossRef

Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Filho, G. N., Jobert, A., et al. (2010). How learning to read changes the cortical networks for vision and language. Science,330(6009), 1359–1364. https://doi.org/10.1126/science.1194140.CrossRef

Dehaene-Lambertz, G., Monzalvo, K., & Dehaene, S. (2018). The emergence of the visual word form: Longitudinal evolution of category-specific ventral visual areas during reading acquisition. PLOS Biology,16(3), e2004103. https://doi.org/10.1371/journal.pbio.2004103.CrossRef

Deltour, J.-J., & Hupkens, D. (1990). Test de vocabulaire actif et passif pour enfants de 3 à 5 ans—TVAP. Issy-les-Moulineaux: Ed. scientifiques et psychologiques.

Dye, M. W. G., Green, C. S., & Bavelier, D. (2009). Increasing speed of processing with action video games. Current Directions in Psychological Science,18(6), 321–326. https://doi.org/10.1111/j.1467-8721.2009.01660.x.CrossRef

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel’s meta-analysis. Review of Educational Research,71(3), 393–447. https://doi.org/10.3102/00346543071003393.CrossRef

Gentaz, E., Sprenger-Charolles, L., & Theurel, A. (2015). Differences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skills. PLoS ONE,10(3), e0119581. https://doi.org/10.1371/journal.pone.0119581.CrossRef

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education,7(1), 6–10. https://doi.org/10.1177/074193258600700104.CrossRef

Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/10.1038/nature01647.CrossRef

Green, C. S., & Bavelier, D. (2006). Effect of action video games on the spatial distribution of visuospatial attention. Journal of Experimental Psychology: Human Perception and Performance,32(6), 1465–1478. https://doi.org/10.1037/0096-1523.32.6.1465.CrossRef

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/BF00401799.CrossRef

Kyle, F., Kujala, J., Richardson, U., Lyytinen, H., & Goswami, U. (2013). Assessing the effectiveness of two theoretically motivated computer-assisted reading interventions in the United Kingdom: GG rime and GG phoneme. Reading Research Quarterly,48(1), 61–76. https://doi.org/10.1002/rrq.038.CrossRef

Lecocq, P. (1996). L’ECoSSe: Une épreuve de compréhension syntaxico-sémantique. Lille: Presses Universitaires du Septentrion.

Lefavrais, P. (2005). Alouette-R. Paris: Test d’analyse de la lecture et de la dyslexie.

Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018). Unpicking the developmental relationship between oral language skills and reading comprehension: It’s simple, but complex. Child Development,89(5), 1821–1838. https://doi.org/10.1111/cdev.12861.CrossRef

Lété, B., Sprenger-Charolles, L., & Colé, P. (2004). MANULEX: A grade-level lexical database from French elementary school readers. Behavior Research Methods, Instruments, & Computers, 36(1), 156–166. https://doi.org/10.3758/BF03195560.CrossRef

Longcamp, M., Zerbato-Poudou, M.-T., & Velay, J.-L. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica,119(1), 67–79. https://doi.org/10.1016/j.actpsy.2004.10.019.CrossRef

Lyytinen, H., Ronimus, M., Alanko, A., Poikkeus, A.-M., & Taanila, M. (2007). Early identification of dyslexia and the use of computer game-based practice to support reading acquisition. Nordic Psychology,59(2), 109–126. https://doi.org/10.1027/1901-2276.59.2.109.CrossRef

Mason, G., McDaniel, H., & Callaway, B. (1974). Relating reading and spelling: A comparison of methods. The Elementary School Journal, 74(6), 381–386. https://doi.org/10.1086/460844.CrossRef

McCandliss, B., Beck, I. L., Sandak, R., & Perfetti, C. (2003). Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the word building intervention. Scientific Studies of Reading, 7(1), 75–104. https://doi.org/10.1207/S1532799XSSR0701_05.CrossRef

Meyer, J., Dentel, L., & Meunier, F. (2013). Speech recognition in natural background noise. PLoS ONE,8(11), e79279. https://doi.org/10.1371/journal.pone.0079279.CrossRef

Monzalvo, K., & Dehaene-Lambertz, G. (2013). How reading acquisition changes children’s spoken language network. Brain and Language,127(3), 356–365. https://doi.org/10.1016/j.bandl.2013.10.009.CrossRef

Neuman, S. B., & Roskos, K. A. (1998). Children achieving: Best practices in early literacy. Newark, DE: Order Department, International Reading Association.

New, B., Ferrand, L., Pallier, C., & Brysbaert, M. (2006). Reexamining the word length effect in visual word recognition: New evidence from the English Lexicon Project. Psychonomic Bulletin & Review,13(1), 45–52. https://doi.org/10.3758/BF03193811.CrossRef

OECD. (2015). Students, computers and learning: Making the connection. PISA. Paris: OECD Publishing. https://doi.org/10.1787/9789264239555-en.CrossRef

Paulesu, E., McCrory, E., Fazio, F., Menoncello, L., Brunswick, N., Cappa, S. F., et al. (2000). A cultural effect on brain function. Nature Neuroscience,3(1), 91–96. https://doi.org/10.1038/71163.CrossRef

Pourcin, L., Sprenger-Charolles, L., El Ahmadi, A., & Colé, P. (2016). Reading and related skills in Grades 6, 7, 8 and 9: French normative data from EVALEC. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology,66(1), 23–37. https://doi.org/10.1016/j.erap.2015.11.002.CrossRef

Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009). Computer-assisted intervention for children with low numeracy skills. Cognitive Development,24(4), 450–472. https://doi.org/10.1016/j.cogdev.2009.09.003.CrossRef

Richardson, U., & Lyytinen, H. (2014). The GraphoGame method: The theoretical and methodological background of the technology-enhanced learning environment for learning to read. Human Technology, 10(1), 39–60. https://doi.org/10.17011/ht/urn.201405281859.CrossRef

Roland Goigoux, « Apprendre à lire et à écrire au cours préparatoire : enseignements d’une recherche collective », Revue française de pédagogie [En ligne], 196 | 2016, mis en ligne le 30 septembre 2016, consulté le 06 janvier 2020. http://journals.openedition.org/rfp/5069.

Saine, N. L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer-assisted remedial reading intervention for school beginners at risk for reading disability: Computer-assisted reading intervention. Child Development,82(3), 1013–1028. https://doi.org/10.1111/j.1467-8624.2011.01580.x.CrossRef

Schacter, J., & Jo, B. (2016). Improving low-income preschoolers mathematics achievement with Math Shelf, a preschool tablet computer curriculum. Computers in Human Behavior,55, 223–229. https://doi.org/10.1016/j.chb.2015.09.013.CrossRef

Serrano, F., Genard, N., Sucena, A., Defior, S., Alegria, J., Mousty, P., et al. (2011). Variations in reading and spelling acquisition in Portuguese, French and Spanish: A cross-linguistic comparison. Journal of Portuguese Linguistics,10(1), 183–204. https://doi.org/10.5334/jpl.106.CrossRef

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research,75(3), 417–453. https://doi.org/10.3102/00346543075003417.CrossRef

Sprenger-Charolles, L., Theurel, A. & Gentaz, E. (2017). Evaluer les capacités de lecture et les capacités reliées chez des enfants de 6-7 ans : Cadre théorique et bilan des études de Gentaz et al. (2013 et 2015). Document edited by FAPSE-UNIGE.

Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews Neuroscience,5(9), 721–728. https://doi.org/10.1038/nrn1499.CrossRef

Uhry, J. K., & Shepherd, M. J. (1993). Segmentation/spelling instruction as part of a first-grade reading program: Effects on several measures of reading. Reading Research Quarterly,28(3), 219–233. https://doi.org/10.2307/747995.CrossRef

Vousden, J. I., Ellefson, M. R., Solity, J., & Chater, N. (2011). Simplifying reading: Applying the simplicity principle to reading. Cognitive Science,35(1), 34–78. https://doi.org/10.1111/j.1551-6709.2010.01134.x.CrossRef

Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L., & Cohen, D. (2006a). Principles underlying the design of “The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(1), 19. https://doi.org/10.1186/1744-9081-2-19.CrossRef

Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L., & Dehaene, S. (2006b). An open trial assessment of “The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(1), 20. https://doi.org/10.1186/1744-9081-2-20.CrossRef

Wilson, A. J., Dehaene, S., Dubois, O., & Fayol, M. (2009). Effects of an adaptive game intervention on accessing number sense in low-socioeconomic-status kindergarten children. Mind, Brain & Education,3(4), 224–234. https://doi.org/10.1111/j.1751-228X.2009.01075.x.CrossRef

Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., et al. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science,21(4), 551–559. https://doi.org/10.1177/0956797610363406.CrossRef

Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A., & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language,93(3), 369–373. https://doi.org/10.1016/j.bandl.2004.10.010.CrossRef

Titel: Accelerating reading acquisition and boosting comprehension with a cognitive science-based tablet training
verfasst von: Cassandra Potier Watkins
Julien Caporal
Clément Merville
Sid Kouider
Stanislas Dehaene
Publikationsdatum: 10.01.2020
Verlag: Springer Berlin Heidelberg
Erschienen in: Journal of Computers in Education / Ausgabe 2/2020
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-019-00152-6

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 2/2020

Facilitating learning for students with special needs: a review of technology-supported special education studies

Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns

The influence of segmented and complete educational videos on the cognitive load, satisfaction, engagement, and academic achievement levels of learners

Moderating effects of gender differences on the relationships between perceived learning support, intention to use, and learning performance in a personalized e-learning

Gamified flipped EFL classroom for primary education: student and teacher perceptions