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Computer-based learning of spelling skills in children with and without dyslexia
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kast, Monika Baschera, Gian-Marco Gross, M. Jäncke, Lutz Meyer, Martin |
| Copyright Year | 2011 |
| Abstract | Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment. |
| Starting Page | 177 |
| Ending Page | 200 |
| Page Count | 24 |
| File Format | PDF HTM / HTML |
| DOI | 10.1007/s11881-011-0052-2 |
| PubMed reference number | 21562919 |
| Journal | Medline |
| Volume Number | 61 |
| Alternate Webpage(s) | https://graphics.ethz.ch/Downloads/Publications/Papers/2011/Bas11a/Bas11a.pdf |
| Alternate Webpage(s) | https://doi.org/10.1007/s11881-011-0052-2 |
| Journal | Annals of dyslexia |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
