Promoting Letter-Naming and Initial-Phoneme Detection Abilities Among Preschoolers at Risk for Specific Learning Disorder Using Technological Intervention With Two Types of Mats: With and Without Target Letter Forms

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gila Apelboim-Dushnitzky, Oren Tova
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Abstract

This study tested the potential of a technological intervention procedure for promoting letter-naming and initial-phoneme detection skills among preschoolers at risk for Specific Learning Disorder. The study rational is based on evidence for paired associated learning of visual-verbal stimuli, integrated with the use of a tangible technological device (educational floor robot) as means for promoting letter knowledge. Two intervention groups ( N = 60) participated. The intervention lasted for eight sessions of phonological training; each dedicated to one target letter. Participants were asked to navigate the robot’s path from a current stopping point to the next according to phonological information processing. Both groups went through the same procedure, but using a different type of mat (one with and one without a visual form of the letter). A control group ( N = 30) of at-risk preschoolers received no intervention except for their preschool educational routine. We found that children who participated in phonological training with linkage to the visual form of the letter scored higher in post-intervention tests. Among other proposed explanations, we mention the advantages of using a tangible robot and seemingly three-dimensional letters, along with the tendency to consider visual features while processing language stimulus among children with dyslexia.
利用两种垫子进行技术干预,提高有特殊学习障碍风险的学龄前儿童的字母命名和首字母-音素检测能力:有目标字母形式和无目标字母形式
本研究测试了一种技术干预程序在促进有特殊学习障碍风险的学龄前儿童的字母命名和首字母-音素检测技能方面的潜力。研究的基本原理是基于视觉-语言刺激配对关联学习的证据,并结合使用有形技术设备(教育地板机器人)作为促进字母知识的手段。两个干预小组(N = 60)参加了这项研究。干预持续了八节语音训练课;每节课专门针对一个目标字母。参与者被要求根据语音信息处理,导航机器人从当前停止点到下一个停止点的路径。两组参与者都经历了相同的过程,但使用了不同类型的垫子(一个有字母的视觉形式,一个没有字母的视觉形式)。对照组(N = 30)的高危学龄前儿童除了接受学前教育常规之外,没有接受任何干预。我们发现,参加与字母视觉形式相关联的语音训练的儿童在干预后测试中得分更高。在其他建议的解释中,我们提到了使用有形机器人和看似立体的字母的优势,以及阅读障碍儿童在处理语言刺激时考虑视觉特征的倾向。
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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