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(Swiss) GraphoLearn: an app-based tool to support beginning readers.

Hannah Mehringer¹, Gorka Fraga-González¹, Georgette Pleisch^1,2,3

¹1Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Neumünsterallee 9, 8032 Zurich, Switzerland.

Research and Practice in Technology Enhanced Learning

|March 17, 2020

Summary

GraphoLearn, a computer game, improved reading skills in children at risk for dyslexia by training grapheme-phoneme correspondences. Early intervention showed benefits in phonological decoding and rapid naming.

Keywords:

Beginning readers Children at risk for developmental dyslexia Computer-based training Grapheme-phoneme learning GraphoLearn

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Area of Science:

Cognitive Psychology
Educational Technology
Developmental Psychology

Background:

Dyslexia affects reading acquisition.
Grapheme-phoneme correspondence training is crucial for early reading.
Computer-assisted learning offers potential for targeted interventions.

Purpose of the Study:

To evaluate the Swiss-German version of GraphoLearn for children at risk of dyslexia.
To assess the impact of GraphoLearn on reading skills and related cognitive abilities.
To determine if earlier training yields greater benefits.

Main Methods:

A sample of 34 children at risk for dyslexia participated.
Children trained with GraphoLearn for 14 weeks, 3 times/week.
Two groups initiated training at different points in first grade.

Main Results:

Beneficial effects on pseudoword reading were observed in both training groups.
The group that trained earlier showed improvements in rapid automatized naming.
GraphoLearn facilitated phonological decoding efficiency and verbal representation access.

Conclusions:

GraphoLearn is a useful tool to supplement school instruction for beginning readers.
The software effectively supports reading-related abilities, particularly with early implementation.
Findings suggest avenues for enhancing future versions of the training software.