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Intensive computer-based phonics training in the educational setting of children with Down syndrome : An explorative study

Nakeva von Mentzer, C ; Kalnak, Nelli LU and Jennische, M (2021) In Journal of Intellectual Disabilities 25(4). p.636-660
Abstract

Children with Down syndrome (DS) using intensive computer-based phonics (GraphoGame, GG) were studied. The children's independence and improvement in phonological processing, letter knowledge, word decoding, and reading strategies were investigated. Seventeen children (5-16 years) with DS participated in a crossover design through 8 weeks (one period), with three test sessions separated by 4 weeks. Children were randomly assigned to GG intervention or regular schooling (RS). All children completed one period and eight children completed two periods. A majority gradually became independent in managing GG. At the group level, very little benefit was found from working with GG. At the individual level, several children with mild to severe... (More)

Children with Down syndrome (DS) using intensive computer-based phonics (GraphoGame, GG) were studied. The children's independence and improvement in phonological processing, letter knowledge, word decoding, and reading strategies were investigated. Seventeen children (5-16 years) with DS participated in a crossover design through 8 weeks (one period), with three test sessions separated by 4 weeks. Children were randomly assigned to GG intervention or regular schooling (RS). All children completed one period and eight children completed two periods. A majority gradually became independent in managing GG. At the group level, very little benefit was found from working with GG. At the individual level, several children with mild to severe intellectual disabilities showed increased decoding of trained words. After one period of GG and RS, an increase in alphabetically decoded words was found. The finding suggests that when individual challenges are considered, computer-based phonics may be beneficial for children with DS in their educational setting.

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author
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organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Journal of Intellectual Disabilities
volume
25
issue
4
pages
636 - 660
publisher
SAGE Publications
external identifiers
  • pmid:32253962
  • scopus:85114290811
ISSN
1744-6295
DOI
10.1177/1744629520911297
language
English
LU publication?
yes
id
a5d39d22-b77e-43a0-acc4-846997282c26
date added to LUP
2020-10-26 17:50:20
date last changed
2024-06-26 23:52:14
@article{a5d39d22-b77e-43a0-acc4-846997282c26,
  abstract     = {{<p>Children with Down syndrome (DS) using intensive computer-based phonics (GraphoGame, GG) were studied. The children's independence and improvement in phonological processing, letter knowledge, word decoding, and reading strategies were investigated. Seventeen children (5-16 years) with DS participated in a crossover design through 8 weeks (one period), with three test sessions separated by 4 weeks. Children were randomly assigned to GG intervention or regular schooling (RS). All children completed one period and eight children completed two periods. A majority gradually became independent in managing GG. At the group level, very little benefit was found from working with GG. At the individual level, several children with mild to severe intellectual disabilities showed increased decoding of trained words. After one period of GG and RS, an increase in alphabetically decoded words was found. The finding suggests that when individual challenges are considered, computer-based phonics may be beneficial for children with DS in their educational setting.</p>}},
  author       = {{Nakeva von Mentzer, C and Kalnak, Nelli and Jennische, M}},
  issn         = {{1744-6295}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{636--660}},
  publisher    = {{SAGE Publications}},
  series       = {{Journal of Intellectual Disabilities}},
  title        = {{Intensive computer-based phonics training in the educational setting of children with Down syndrome : An explorative study}},
  url          = {{http://dx.doi.org/10.1177/1744629520911297}},
  doi          = {{10.1177/1744629520911297}},
  volume       = {{25}},
  year         = {{2021}},
}