masterThesis
Graphogame impact: phonemic awareness training and reading development
Fecha
2021-08-26Registro en:
SOUZA, Juliana Geizy Marques de. Graphogame impact: phonemic awareness training and reading development. 2021. 102f. Dissertação (Mestrado em Estudos da Linguagem) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Souza, Juliana Geizy Marques de
Resumen
The acquisition of oral language occurs spontaneously; learning to read and
write, on the other hand, is different. Children need clear and explicit instruction
to fully understand and write texts (Dehaene, 2020). Researchers, such as Berg
(2003), Ehri (2005) and Chappell (2009), point out that it is necessary and
essential that students have developed phonological and phonemic awareness
before the formal instruction of reading takes place. Due to the debate over
building a bridge between neuroscience and education, numerous attempts at
technological innovation and evidence-based teaching have been made; their
goal is to mitigate possible developmental gaps among the students. In order to
investigate the relationship between phonemic awareness training and reading
fluency, we developed an experimental study with 34 preschoolers, 1st and 2nd
grade children from two different private schools located in Natal-RN. The
participants were 6 to 8 years old and were part of an 6-week intervention. The
children were randomly assigned into 3 distinct groups: the intervention group
used the educational game GraphoGame, a supporting tool that helps phonemic
awareness development during emerging literacy; the active control group
played Vektor, a mathematics game that does not directly impact the
development of any reading competence. Both groups attended regular classes
at school, those being presential or online. In all groups, tests were applied before
and after the intervention in order to verify the effectiveness of using the
educational game GraphoGame. Results show a positive tendency training effect
on word reading accuracy of children who participated in the intervention playing
GraphoGame.