Μπορούν τα Bιντεοπαιχνίδια να Διευκολύνουν την Ανάγνωση σε Παιδιά με Δυσλεξία;

Abstract

This study reports the results of an empirical examination of a computer-assisted reading intervention based on the GraphoGame method (Lyytinen et al., 2007 & 2009). Participants (n=20) were Greek-speaking children with dyslexia from Grade 2,3 and 4. The students were divided into two groups. One of the groups (n=10) played the game as a supplement to their mainstream school classes for five sessions a week over a period of 8 weeks, while the other group (n=10) did not follow the intervention (control group). The game had a large effect on the participants and led to significant gains in rapid naming, phonological awareness and word-levelreading measures. It is concluded that training in phonological awareness as well as fostering the grapheme-phoneme associations through a video gamecan bebeneficial for the improvement of reading skills in children with dyslexia.