EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia Escolar e Educacional (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572021000100325 |
Resumo: | ABSTRACT The attainment of the alphabetic principle is one of the earliest signs of successful literacy acquisition. Public school students from the Dominican Republic have low literacy skills, partly because of not being systematically exposed to the alphabetic principle while learning to read. This paper presents the results of an intervention to teach the alphabetic principle using a tablet-based game. Nineteen kindergarten students were randomly assigned to a control and an experimental group during the last month of the 2017 school year. Students from the experimental group played with the game for ten sessions of 20 minutes each. Students from the experimental group outperformed the control group in syllable recognition after the intervention. The intervention did not influence other reading skills. Automatic syllable identification has been shown to boost early literacy acquisition, although it is not sufficient for students to become fluent readers. |
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EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLSLiteracyeducational gamessoftwarecomputer gamesABSTRACT The attainment of the alphabetic principle is one of the earliest signs of successful literacy acquisition. Public school students from the Dominican Republic have low literacy skills, partly because of not being systematically exposed to the alphabetic principle while learning to read. This paper presents the results of an intervention to teach the alphabetic principle using a tablet-based game. Nineteen kindergarten students were randomly assigned to a control and an experimental group during the last month of the 2017 school year. Students from the experimental group played with the game for ten sessions of 20 minutes each. Students from the experimental group outperformed the control group in syllable recognition after the intervention. The intervention did not influence other reading skills. Automatic syllable identification has been shown to boost early literacy acquisition, although it is not sufficient for students to become fluent readers.Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572021000100325Psicologia Escolar e Educacional v.25 2021reponame:Psicologia Escolar e Educacional (Online)instname:Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)instacron:ABRAPEE10.1590/2175-35392021225567info:eu-repo/semantics/openAccessSánchez-Vincitore,Laura V.Cross,Analía Henríquezeng2021-12-02T00:00:00Zoai:scielo:S1413-85572021000100325Revistahttps://www.scielo.br/j/pee/https://old.scielo.br/oai/scielo-oai.phprevista@abrapee.psc.br2175-35391413-8557opendoar:2021-12-02T00:00Psicologia Escolar e Educacional (Online) - Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)false |
dc.title.none.fl_str_mv |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS |
title |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS |
spellingShingle |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS Sánchez-Vincitore,Laura V. Literacy educational games software computer games |
title_short |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS |
title_full |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS |
title_fullStr |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS |
title_full_unstemmed |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS |
title_sort |
EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS |
author |
Sánchez-Vincitore,Laura V. |
author_facet |
Sánchez-Vincitore,Laura V. Cross,Analía Henríquez |
author_role |
author |
author2 |
Cross,Analía Henríquez |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sánchez-Vincitore,Laura V. Cross,Analía Henríquez |
dc.subject.por.fl_str_mv |
Literacy educational games software computer games |
topic |
Literacy educational games software computer games |
description |
ABSTRACT The attainment of the alphabetic principle is one of the earliest signs of successful literacy acquisition. Public school students from the Dominican Republic have low literacy skills, partly because of not being systematically exposed to the alphabetic principle while learning to read. This paper presents the results of an intervention to teach the alphabetic principle using a tablet-based game. Nineteen kindergarten students were randomly assigned to a control and an experimental group during the last month of the 2017 school year. Students from the experimental group played with the game for ten sessions of 20 minutes each. Students from the experimental group outperformed the control group in syllable recognition after the intervention. The intervention did not influence other reading skills. Automatic syllable identification has been shown to boost early literacy acquisition, although it is not sufficient for students to become fluent readers. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572021000100325 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572021000100325 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/2175-35392021225567 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
publisher.none.fl_str_mv |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
dc.source.none.fl_str_mv |
Psicologia Escolar e Educacional v.25 2021 reponame:Psicologia Escolar e Educacional (Online) instname:Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) instacron:ABRAPEE |
instname_str |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
instacron_str |
ABRAPEE |
institution |
ABRAPEE |
reponame_str |
Psicologia Escolar e Educacional (Online) |
collection |
Psicologia Escolar e Educacional (Online) |
repository.name.fl_str_mv |
Psicologia Escolar e Educacional (Online) - Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
repository.mail.fl_str_mv |
revista@abrapee.psc.br |
_version_ |
1754212607696306176 |