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Instructional psychology and teaching reading: Ending the reading wars. THE EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2020. [DOI: 10.1017/edp.2020.18] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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O’Connor K, Solity J. Assessing the impact of a well-founded intervention with lower-achieving students in key stage 2. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2020. [DOI: 10.1080/02667363.2020.1763259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Kim O’Connor
- Educational Psychology Service, Achieving for Children – Educational Psychology Service, Twickenham, UK
| | - Jonathan Solity
- Division of Psychology and Language Sciences, University College London, London, UK
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Łuniewska M, Chyl K, Dębska A, Kacprzak A, Plewko J, Szczerbiński M, Szewczyk J, Grabowska A, Jednoróg K. Neither action nor phonological video games make dyslexic children read better. Sci Rep 2018; 8:549. [PMID: 29323179 PMCID: PMC5765029 DOI: 10.1038/s41598-017-18878-7] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2017] [Accepted: 12/15/2017] [Indexed: 12/03/2022] Open
Abstract
The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention. In our study, we tested how two forms of training: based on AVG and on phonological non-action video games (PNAVG), affect reading in a group of fifty-four Polish children with dyslexia. Both speed and accuracy of reading increased in AVG as much as in PNAVG group. Moreover, both groups improved in phonological awareness, selective attention and rapid naming. Critically, the reading progress in the two groups did not differ from a dyslexic control group which did not participate in any training. Thus, the observed improvement in reading in AVG and PNAVG can be attributed either to the normal reading development related to schooling or to test practice effect. Overall, we failed to replicate previous studies: Neither AVG nor PNAVG remedy difficulties in reading in school children.
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Affiliation(s)
- Magdalena Łuniewska
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Katarzyna Chyl
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Agnieszka Dębska
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Agnieszka Kacprzak
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Joanna Plewko
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | | | - Jakub Szewczyk
- Institute of Psychology, Psychology of Language and Bilingualism Lab, Jagiellonian University, Kraków, Poland
| | - Anna Grabowska
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
- Faculty of Psychology, University of Social Sciences and Humanities, Warsaw, Poland
| | - Katarzyna Jednoróg
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
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Somerville R, Ayre K, Tunbridge D, Cole K, Stollery R, Sanders M. Firm foundations: the effectiveness of an educational psychologist developed intervention targeting early numeracy skills. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2015. [DOI: 10.1080/02667363.2015.1033512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Buck D. Reconstructing educational psychology reports: an historic opportunity to change educational psychologists’ advice? EDUCATIONAL PSYCHOLOGY IN PRACTICE 2015. [DOI: 10.1080/02667363.2015.1030724] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Bond C. Supporting children with motor skills difficulties: an initial evaluation of the Manchester Motor Skills Programme. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2011. [DOI: 10.1080/02667363.2011.567093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Roberts W, Norwich B. Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2010. [DOI: 10.1080/02667363.2010.495215] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Vousden JI. Units of English spelling-to-sound mapping: a rational approach to reading instruction. APPLIED COGNITIVE PSYCHOLOGY 2008. [DOI: 10.1002/acp.1371] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Bond C, Cole M, Crook H, Fletcher J, Lucanz J, Noble J. The Development of the Manchester Motor Skills Assessment (MMSA): An initial evaluation. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2007. [DOI: 10.1080/02667360701661132] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- C. Bond
- a Manchester Educational Psychology Service , UK
| | - M. Cole
- a Manchester Educational Psychology Service , UK
| | - H. Crook
- b Manchester Diversity and Inclusion Team , UK
| | - J. Fletcher
- a Manchester Educational Psychology Service , UK
| | - J. Lucanz
- b Manchester Diversity and Inclusion Team , UK
| | - J. Noble
- a Manchester Educational Psychology Service , UK
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Bangerter A. Teaching of Word Level Work in the Literacy Hour and Its Implications for Educational Psychologists' Assessment and Intervention. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2002. [DOI: 10.1080/02667360120096714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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