Cosmic Sounds: A Game to Support Phonological Awareness Skills for Children with Dyslexia

Autor/inn/en	Brennan, Attracta; McDonagh, Tara; Dempsey, Mary; McAvoy, John
Titel	Cosmic Sounds: A Game to Support Phonological Awareness Skills for Children with Dyslexia
Quelle	In: IEEE Transactions on Learning Technologies, 15 (2022) 3, S.301-310 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brennan, Attracta) ORCID (Dempsey, Mary) ORCID (McAvoy, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1109/TLT.2022.3170231
Schlagwörter	Dyslexia; Literacy; Intervention; Phonological Awareness; Game Based Learning; Children; Preadolescents; Educational Games; Skill Development; Teaching Methods; Program Effectiveness; Learner Engagement; Student Participation; Teacher Participation; Design + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Educational game; Lernspiel; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Studies show that reduced literacy skills can negatively influence a child's self-esteem and future career opportunities. Literacy is significantly affected when problems exist in understanding the phonological component or sound structure of language, i.e., phonological awareness. Children with dyslexia in particular experience difficulties in spelling and reading accuracy due to a deficit in this phonological component of language. To support children with dyslexia and reduced literacy skills, intervention programs that focus on phonological awareness elements are recommended. Studies show that game-based learning interventions can enhance learning for children with dyslexia. The purpose of this pilot study was to partner with children with dyslexia aged between 9 and 12 years, to develop a game toolkit called Cosmic Sounds, and to support the teaching of phonological awareness skills. The content for the Cosmic Sounds games was informed by a pedagogical expert in dyslexia. This pilot study addressed the following: "Can a toolkit of games, codesigned by children with dyslexia improve the teaching of phonological awareness skills?" Our findings showed that by including children and their teacher as part of the design team, they were more invested in using the games for learning. Furthermore, when children with dyslexia played Cosmic Sounds, there was a positive impact on their phonological awareness skills progress while their engagement in learning also increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01