Research paper on Portuguese Graph Game Effects on Reading, Spelling, and Phonological Awareness in Second Grade Reading Difficult Students

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Title: Portuguese Graph Game Effects on Reading, Spelling, and Phonological Awareness in Second Grade Reading Difficult Students

Abstract: Over the past several years, there has been a rise in interest in literacy programs that use training supported by computer technology. Throughout this research, we were tasked with developing a Portuguese adaptation of the GraphoGame Fluent and determining how successfully it improved phonological awareness, reading comprehension, and spelling. In addition to that, we were required to develop a Portuguese version of the game. Second graders who had difficulty with reading were split into two groups: “the GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading intervention, and the GraphoGame Math group (n = 15), which received a computer-assisted numeracy intervention.” Both groups received the same intervention. Both groups utilized applications such as GraphoGame Fluent and GraphoGame Math. Both groups were given the same amount of training throughout the whole process. The “business as usual” group (n = 15 participants) was formed by the second group of second graders who did not have reading problems coming together to form the group. The members of this group decided not to take part in the game. The findings revealed that having students use GraphoGame led to an improvement in both their spelling and their comprehension of various phonological principles. Spelling and phonological awareness abilities were displayed by those in the GraphoGame Fluent group that were equivalent to those demonstrated by individuals who continued with their normal routine after receiving the intervention and then again one month later. Despite this, these skills were significantly better developed than those possessed by the GraphoGame Math group. Based on these findings, computer-assisted treatments that combine letter-sound correspondences with more complicated orthographic patterns may prove beneficial for children in Portugal who have difficulty reading

Keywords: computer-assisted intervention; reading; spelling; phonological awareness; Portuguese GraphoGame

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Subject: ELT – English Language Teaching

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